NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1197532
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: EISSN-1756-1221
Language Testing: Current Practices and Future Developments
Tschirner, Erwin
Unterrichtspraxis/Teaching German, v51 n2 p105-120 Fall 2018
Concepts of second language proficiency and how proficiency may be assessed have changed considerably over the last 20 years. New notions of validity with respect to the interpretation and uses of test scores have begun to shape discussions about test validity and quality assurance in college world language departments, in government, and in business, obliging us to revisit established methods of proficiency assessment. This article first discusses the evolution of the term proficiency, particularly in its use within the U.S. government starting in the 1950s and by ACTFL starting in the 1980s. It will then examine how test theory, especially the notion of validity, has changed in the last 30 years in the field of educational measurement, and it will argue that Evidence-Centered Design (ECD) (Mislevy, Steinberg, & Almond, [Mislevy, R. J., 2002]), a model that grew out of task-based language assessment (TBLA), may help us better conceptualize language proficiency assessment. After a discussion of what is currently known about proficiency levels of German students in U.S. colleges, some promising developments in proficiency assessment, which have the potential to considerably increase student proficiency levels, will be identified.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A