ERIC Number: ED375624
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Testing for Language Teachers.
The book is designed to help language teachers write better tests, taking the view that test construction is an exercise in problem-solving, with every teaching situation presenting a different problem that an understanding of the underlying principles of testing can help solve. Examples are given from testing of English as a Second Language (ESL). The first chapter discusses the relationship between teaching and testing, and the second presents the notion of testing as problem-solving. Various kinds of tests (proficiency, achievement, diagnostic, placement) and testing (direct/indirect, discrete-point/integrative, norm-referenced/criterion-referenced, objective/subjective, communicative) are reviewed in the third chapter. Test validity and reliability are discussed in chapters 4 and 5. The potential for "beneficial backwash," or learning from the testing experience, is explored in chapter 6. Chapters 7 and 8 outline stages in test construction (writing specifications, writing the test, pretesting, validation) and techniques for testing overall ability through multiple-choice items. Five subsequent chapters discuss testing techniques in relation to particular abilities: writing; oral ability; reading; listening; and grammar and vocabulary. A final chapter lists considerations and procedures in test administration. An article on statistical analysis of test results, questions from one standardized English test, a bibliography, and an index are appended. (MSE)
Descriptors: Aptitude Tests, Foreign Countries, Grammar, Language Teachers, Language Tests, Oral Language, Reading Tests, Second Languages, Test Construction, Test Interpretation, Test Reliability, Test Use, Test Validity, Testing, Vocabulary Development, Writing Evaluation
Cambridge University Press, 40 West 20th St., New York, NY 1011-4211 (paperback: ISBN-0-521-27260-2, $14.95; clothbound: ISBN-0-521-25264-4, $39.95).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A