ERIC Number: ED365150
Record Type: RIE
Publication Date: 1991
Defining Language Ability: The Criteria for Criteria.
Problems associated with criterion-referenced language testing are discussed in the context of both standardized proficiency testing and classroom assessment. First, different interpretations of criterion-referencing are examined. A range of approaches for defining criteria and performance levels in second language assessment are outlined, and some issues that have arisen in defining and applying these criteria are discussed, including the difficulties of defining the nature of proficiency and the failure of expert judges to agree on criteria. Finally, a discussion is given of research directions that might lead to language assessment criteria that incorporate multiple perspectives on learners' communicative needs and derive from empirical data on second language acquisition, variability in language use, and communicative competence. A 73-item bibliography is included. (MSE)
Descriptors: Communicative Competence (Languages), Competency Based Education, Criterion Referenced Tests, Evaluation Criteria, Language Aptitude, Language Proficiency, Language Research, Language Role, Language Tests, Language Usage, Research Needs, Second Language Learning, Second Languages, Standardized Tests, Student Evaluation, Testing
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Sarinee, Anivan, Ed. Current Developments in Language Testing. Anthology Series 25. Paper presented at the Regional Language Centre Seminar on Language Testing and Language Programme Evaluation (April 9-12, 1990); see FL 021 757.