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000760748 0247_ $$a10.1007/978-981-10-0303-5$$2doi
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000760748 1001_ $$aEast, Martin,$$eauthor.
000760748 24510 $$aAssessing foreign language students' spoken proficiency :$$bstakeholder perspectives on assessment innovation /$$cMartin East.
000760748 264_1 $$aSingapore :$$bSpringer,$$c[2016]
000760748 264_4 $$c©2016
000760748 300__ $$a1 online resource (xix, 227 pages).
000760748 336__ $$atext$$btxt$$2rdacontent
000760748 337__ $$acomputer$$bc$$2rdamedia
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000760748 4901_ $$aEducational linguistics ;$$vvolume 26
000760748 504__ $$aIncludes bibliographical references (pages 209-223) and index.
000760748 5050_ $$aForeword; Acknowledgments; Contents; List of Figures; List of Tables; Chapter 1: Mediating Assessment Innovation: Why Stakeholder Perspectives Matter; 1.1 Introduction; 1.2 Background: The Importance of Interaction in Foreign Languages Pedagogy; 1.2.1 Communicative Language Teaching; 1.2.2 Communicative Language Testing; 1.3 Curriculum and Assessment Reforms in New Zealand; 1.3.1 Overview; 1.3.2 Implementing Assessment Reform: A Risky Business; 1.4 Assessment Validation; 1.4.1 Fundamental Considerations; 1.4.2 The Contribution of Assessment Score Evidence to a Validity Argument
000760748 5058_ $$a1.4.3 The Limitations of Assessment Score Evidence to a Validity Argument1.4.4 Towards a Broader Understanding of Assessment Validation; 1.4.5 A Qualitative Perspective on Assessment Validation; 1.5 The Structure of This Book; 1.6 Conclusion; References; Chapter 2: Assessing Spoken Proficiency: What Are the Issues?; 2.1 Introduction; 2.2 What Does It Mean to Communicate Proficiently?; 2.2.1 Communicative Competence as the Underlying Theoretical Framework; 2.2.2 Developing the Framework of Communicative Competence; 2.3 Static or Dynamic; 2.3.1 The Static Assessment Paradigm
000760748 5058_ $$a2.3.2 The Dynamic Assessment Paradigm2.3.3 Static or Dynamic - A Complex Relationship; 2.4 Task-Based or Construct Based; 2.4.1 The Centrality of the Task; 2.4.2 The Importance of the Construct; 2.5 Single or Paired Performances; 2.5.1 Single Performance Assessments; 2.5.2 Paired/Group Performance Assessments; 2.6 Conclusion; References; Chapter 3: Introducing a New Assessment of Spoken Proficiency: Interact; 3.1 Introduction; 3.2 The New Zealand Landscape for Assessment - A Shifting Environment; 3.2.1 The 1990s: A Mismatch Between Curricular Aims and High-Stakes Assessment
000760748 5058_ $$a3.2.2 The NCEA System: The Beginnings of Reform3.2.3 The Impact of Assessment Mismatch on FL Programmes; 3.2.4 The NCEA for Languages - 2002-2010; 3.3 Towards a Learner-Centred Model for High-Stakes Assessment; 3.3.1 2007: The Advent of a New Curriculum; 3.3.2 NCEA Mark II; 3.4 Revising the Assessments for Languages; 3.4.1 2008: The First SCALEs Meeting; 3.4.2 2009: The Second SCALEs Meeting; 3.4.3 2010: A Further Opportunity to Confirm the New Assessments; 3.4.4 2011 Onwards: Support for the Implementation of Interact; 3.5 Conclusion; References
000760748 5058_ $$aChapter 4: Investigating Stakeholder Perspectives on Interact4.1 Introduction; 4.2 Bachman and Palmer's Test Usefulness Framework; 4.2.1 Construct Validity and Reliability; 4.2.2 Interactiveness, Impact, Practicality and Authenticity; 4.3 2011 Onwards: Interact in Practice; 4.4 The Theoretical Usefulness of Interact; 4.5 A Study into Teachers' and Students' Views; 4.6 Study Stage I; 4.6.1 Nationwide Teacher Survey; 4.6.2 Piloting the Teacher Survey; 4.6.3 Administering the Main Survey; 4.6.4 Teacher Interviews; 4.7 Stage II; 4.7.1 Teacher Interviews; 4.7.2 Student Surveys; 4.8 Conclusion
000760748 506__ $$aAccess limited to authorized users.
000760748 588__ $$aOnline resource; title from PDF title page (viewed February 24, 2016).
000760748 650_0 $$aSecond language acquisition$$xAbility testing.
000760748 77608 $$iPrint version:$$aEast, Martin$$tAssessing Foreign Language Students' Spoken Proficiency : Stakeholder Perspectives on Assessment Innovation$$dSingapore : Springer Singapore,c2016$$z9789811003011
000760748 830_0 $$aEducational linguistics ;$$vv. 26.
000760748 852__ $$bebk
000760748 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-0303-5$$zOnline Access$$91397441.1
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