Titlebook: Language Testing and Assessment; Elana Shohamy,Iair G. Or,Stephen May Living reference work 20200th edition

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Diluge

Assessing English Language Proficiency in the United States,changes for the education of students classified as English language learners, including greater attention to achievement and equity through mandated evaluation and reporting on the part of districts and states of student subgroups. This feature of the ESEA reauthorization and the role of high-stake

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Assessing Meaning,variegated meanings in a wide range of language use contexts. It stands to reason then that meaning and meaning conveyance should play a central role in L2 assessment. Instead, since the 1980s, language testers have focused almost exclusively on functional proficiency (the conveyance of functional m

PANG

Assemble

Assessing Second/Additional Language of Diverse Populations,ithin a national context where their second/additional language is the predominant majority language or an important auxiliary language in the society. Then we look at other contexts where bi/multilingualism is strongly encouraged (e.g., in countries within the European Union) and second/additional

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,Assessing Students’ Content Knowledge and Language Proficiency,nguage has typically been considered a source of construct-irrelevant variance. From the perspective of language assessment, content has also been considered a potential source of construct-irrelevant variance. However, regardless of the purpose for assessment, both content knowledge and language pr

Asseverate

新奇

Cognitive Aspects of Language Assessment, structuring information for conceptual and procedural understandings necessary for successful assessment task completion. The quality of these inferences is subject to the extent to which tasks used to elicit mental processes are successfully performed. It is equally critical that the observed ment

Chivalrous

Criteria for Evaluating Language Quality,lishment of a scale with benchmark samples and tasks has been replicated through Thorndike (1912) and into the present day. The tension between assessing observable attributes in performance and underlying constructs that makes performance possible is as real today as in the past. The debate impacts

Flat-Feet

Critical Language Testing,e topic gained attention by various scholars and particularly Messick (., .), who argued for expanding the definition of construct validity as a criterion for evaluating the quality of tests, to include components related to tests use, such as values, impact, and consequences. CLT emerged from the r