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Table of Contents
Intro
Contents
Contributors
Local Language Testing Practice across Contexts
1 Test Purpose(s)
2 Local Language Tests as Policy Instruments
3 Assessment of Language for Specific Purposes
4 Languages, Contexts, Scope
5 Language Assessment Literacy
6 Insights Gained
References
Using Multi-faceted Rasch Analysis to Examine Raters, Prompts, and Rubrics in an Office-Hour Role-Play Task
1 Introduction
1.1 The Oral English Test (OET)
2 Testing Problem Encountered
3 Literature Review
4 Methods
4.1 Participants and Role-Play Prompts
4.2 Data Analysis
5 Results and Discussion
5.1 The Wright Map
5.2 Rubric Criteria
5.3 Prompts
5.4 Prompt and Rater Interaction
6 Insights Gained
6.1 OET Raters
6.2 The Prompts
6.3 The Rubric
7 Conclusion
Appendices
Appendix A: Role-Play Prompts
Task Four: Office Hours Role-Play
Role-Play Scenarios
# 1: (Attendance Policy)
# 2: (Chronic Lateness)
# 3: (Extension Request)
# 4: (Makeup Test Request)
Appendix B: OET Rubric
References
Validation of the Czech Language Certificate Exam with Respect to the Local Context
1 Introduction
2 Test Purpose and Testing Context
3 Testing Problem Encountered
4 Literature Review
5 Methods, Approaches, and Solutions
5.1 Analysis of the CEFR and Construct Revision
5.2 Standard Setting
5.3 Familiarization
5.4 Standard Setting Method for Receptive Skills: Direct Consensus Method
Validity Checks
5.5 Standard Setting Method for Productive Skills: Body of Work Method
Data Collection
Panel Composition
Design
Validity Checks
6 Assembling Comparable Test Forms
7 Insights Gained
References
Speaking "CEFR" about Local Tests: What Mapping a Placement Test to the CEFR Can and Can't Do
1 Introduction
2 Local Testing Context
2.1 The University Context
2.2 Local Test Purpose
2.3 The Evaluation Scales
2.4 ESL Program Structure and the CEFR
2.5 Other University Stakeholders
3 Testing Problem Encountered
4 Literature Review
5 Methods
5.1 Linkages Between the ANG and the CEFR
5.2 Mapping Procedure
Familiarisation Sessions
Specification
Standardization Training
Standard Setting
The Tucker-Angoff Method - The Minimally Acceptable Person (MAP)
6 Results and Discussion
6.1 Productive Skills - Writing
6.2 Productive Skills - Speaking
6.3 Comprehension Skills - Reading
6.4 Comprehension Skills - Listening
7 Insights Gained
7.1 Benefits for Test Revision and Quality Control
7.2 Benefits for Stakeholders
8 Implications for Test Developers and Users
References
Designing a New Diagnostic Reading Assessment for a Local Post-admission Assessment Program: A Needs-Driven Approach
1 Introduction: Test Purpose and Testing Context
2 Testing Problems Encountered
3 Literature Review
Contents
Contributors
Local Language Testing Practice across Contexts
1 Test Purpose(s)
2 Local Language Tests as Policy Instruments
3 Assessment of Language for Specific Purposes
4 Languages, Contexts, Scope
5 Language Assessment Literacy
6 Insights Gained
References
Using Multi-faceted Rasch Analysis to Examine Raters, Prompts, and Rubrics in an Office-Hour Role-Play Task
1 Introduction
1.1 The Oral English Test (OET)
2 Testing Problem Encountered
3 Literature Review
4 Methods
4.1 Participants and Role-Play Prompts
4.2 Data Analysis
5 Results and Discussion
5.1 The Wright Map
5.2 Rubric Criteria
5.3 Prompts
5.4 Prompt and Rater Interaction
6 Insights Gained
6.1 OET Raters
6.2 The Prompts
6.3 The Rubric
7 Conclusion
Appendices
Appendix A: Role-Play Prompts
Task Four: Office Hours Role-Play
Role-Play Scenarios
# 1: (Attendance Policy)
# 2: (Chronic Lateness)
# 3: (Extension Request)
# 4: (Makeup Test Request)
Appendix B: OET Rubric
References
Validation of the Czech Language Certificate Exam with Respect to the Local Context
1 Introduction
2 Test Purpose and Testing Context
3 Testing Problem Encountered
4 Literature Review
5 Methods, Approaches, and Solutions
5.1 Analysis of the CEFR and Construct Revision
5.2 Standard Setting
5.3 Familiarization
5.4 Standard Setting Method for Receptive Skills: Direct Consensus Method
Validity Checks
5.5 Standard Setting Method for Productive Skills: Body of Work Method
Data Collection
Panel Composition
Design
Validity Checks
6 Assembling Comparable Test Forms
7 Insights Gained
References
Speaking "CEFR" about Local Tests: What Mapping a Placement Test to the CEFR Can and Can't Do
1 Introduction
2 Local Testing Context
2.1 The University Context
2.2 Local Test Purpose
2.3 The Evaluation Scales
2.4 ESL Program Structure and the CEFR
2.5 Other University Stakeholders
3 Testing Problem Encountered
4 Literature Review
5 Methods
5.1 Linkages Between the ANG and the CEFR
5.2 Mapping Procedure
Familiarisation Sessions
Specification
Standardization Training
Standard Setting
The Tucker-Angoff Method - The Minimally Acceptable Person (MAP)
6 Results and Discussion
6.1 Productive Skills - Writing
6.2 Productive Skills - Speaking
6.3 Comprehension Skills - Reading
6.4 Comprehension Skills - Listening
7 Insights Gained
7.1 Benefits for Test Revision and Quality Control
7.2 Benefits for Stakeholders
8 Implications for Test Developers and Users
References
Designing a New Diagnostic Reading Assessment for a Local Post-admission Assessment Program: A Needs-Driven Approach
1 Introduction: Test Purpose and Testing Context
2 Testing Problems Encountered
3 Literature Review