الفهرس الالي لمكتبة كلية اللغات الاجنبية

Titre :	Examining Writing : Research and Practice in Assessing Second Language Writing
Type de document :	texte imprimé
Auteurs :	Stuart D. Shaw, Auteur
Editeur :	Cambridge : Cambridge University Press
Année de publication :	2007
Importance :	344 p
Format :	23 cm
ISBN/ISSN/EAN :	978-0-521-69293-9
Note générale :	References; Subjects index; Author index.
Langues :	Anglais (eng)
Mots-clés :	Writing exam  Writing assessment  Second language  Test developers.
Résumé :	This publication highlights the need for test developers to provide clear explanations of the capability concepts that underlie tests offered in the public domain. Explanation is increasingly necessary, if the validity of the interpretation and use of test results is to be supported by both logic and empirical evidence. The book demonstrates the application of a comprehensive test validation framework that takes a socio-cognitive perspective. The framework includes six core components that reflect the practical nature and quality of an actual test event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can help test developers operationalize their tests more effectively, particularly with regard to the criteria for distinguishing between levels. . of testing.

Examining Writing : Research and Practice in Assessing Second Language Writing [texte imprimé] / Stuart D. Shaw, Auteur . - [S.l.] : Cambridge : Cambridge University Press, 2007 . - 344 p ; 23 cm.
ISBN : 978-0-521-69293-9
References; Subjects index; Author index.
Langues : Anglais (eng)

Mots-clés :

Writing exam  Writing assessment  Second language  Test developers.

Résumé :

This publication highlights the need for test developers to provide clear explanations of the capability concepts that underlie tests offered in the public domain. Explanation is increasingly necessary, if the validity of the interpretation and use of test results is to be supported by both logic and empirical evidence. The book demonstrates the application of a comprehensive test validation framework that takes a socio-cognitive perspective. The framework includes six core components that reflect the practical nature and quality of an actual test event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can help test developers operationalize their tests more effectively, particularly with regard to the criteria for distinguishing between levels. . of testing.