Language Testing and Assessment

Fulcher, Glenn; Davidson, Fred

doi:10.4324/9780203449066

Cited by 243 publications

(43 citation statements)

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“…He also identified that rhetorical organization contains the whole conceptual structure of text and is referred to the effect of a text on the language user (narration, description, comparison, classification and process analysis). To this point, Fulcher and Davidson (2007) have illustrated the same list.…”

Section: The Communicative Language Ability (Cla)mentioning

confidence: 98%

Investigating the Content Validity of the Junior Middle School Entrance English Testing

Xie¹

2018

JED

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The primary purpose of this study was to investigate the content validity of the Junior Middle School Entrance English Testing. To understand the extent to which the test is consistent with the National Curriculum Standards, the qualitative and quantitative methods were implemented in this study, through the comparative analysis of the whole article's items, and combined with the characteristic of the communicative language task to seek out whether the test content is relevant to the test objective, and to what extent it is representative. The most important thing is to find out whether the test content is suitable for the test object and to what extent. The results showed that the Junior Middle School Entrance English Test to some extent matches the syllabus, meanwhile, there are still some issues to exist. Finally, some suggestions were put forward by the author.

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Section: The Communicative Language Ability (Cla)mentioning

confidence: 98%

Investigating the Content Validity of the Junior Middle School Entrance English Testing

Xie¹

2018

JED

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“…Such research emphasizes competency in formative and summative assessment skills about the placement, achievement, and proficiency of L2 learners (Hughes, 2003). This research particularly underscores basic concepts and practices related to test design, development, and the selection, adaptation and development of assessment tools for different purposes (Brown, 2004;Fulcher & Davidson, 2006). Current research places the last domain at the heart of the profession.…”

Section: Author Collaboration and Positionalitymentioning

confidence: 99%

Mandates, needs, equitable resources, and current research in English language teacher education: The case of Turkey

Çepik¹,

Polat²

2013

IJRSE

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Improving the quality of English language teacher education (ELTE) programs has become a major point of consideration; however, such programmatic evaluations are markedly rare.This study utilizes both numeric and interpretive qualitative data in a blended research design. The study addresses, vis-à-vis current research in related fields: What is the current situation of the Turkish ELTE programs in terms of curriculum strength and faculty resources? How do the program directors and teacher candidates envision the situation of their programs in terms of curriculum strength and faculty resources? Data included 45 ELTE curricula, interviews with 24 program directors and pre-service teachers, documents, and test scores. Findings revealed several significant associations between school type (public/private) and rank (low/high) and the number of faculty with expertise in critical areas in the field. Qualitative critical evaluations suggest both perceptual matches and mismatches between program directors and teacher candidates regarding programmatic strengths and weaknesses.

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“…Finally, assessment refers to types of evaluation by purpose, focusing on achievement and proficiency assessment and also including rating, judgement and criteria from the specification of tests, the criteria for the attainment of a learner objective and the learner's levels of proficiency (Alderson, Clapham and Wall, 1995;Bachman and Palmer 1996;Brown, 2005;Fulcher and Davidson, 2007). Traditionally, it has been stated that tests have to measure what they are supposed to measure (validity), they must provide similar testing results when used in different occasions (reliability) and they have to be efficient in terms of time, cost and effort (feasibility) (Hughes, 2003).…”

Section: Planning Teaching and Assessing As Principles Within The Pementioning

confidence: 99%

“…According to Fulcher and Davidson (2007) 'linguistic competence' comes from the Chomsky's terminology and relates to everything speakers know about language. Then, 'sociolinguistic competence' is based on the social rules set in a particular context of speakers following…”

Section: Philosophy Behind Cefrlmentioning

confidence: 99%

A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile

Arellano

2018

Act. Inv. en Educ.

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The Ministry of Education (MINEDUC) bases the instruction of English in Chile in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), however its guidelines have not been systematically considered in the practice of creating instructional material in the EFL context of this country. To analyze this issue, this article presents the comparison of the vocabulary about Teaching English to Speakers of Other Languages (TESOL) used in the CEFRL and the English textbooks used in Chile regarding the categories of curriculum design, language teaching methodology and language assessment. The methodology was mixed, not experimental, cross-sectional and descriptive, including the analysis of the CEFRL document and the 8 English textbooks used in Chile in the public sector. Firstly, the data was compared quantitatively using the software Nvivo9 and later some key words (learners / students - teachers) were analyzed quantitatively in terms of frequency and qualitatively using collocations. Results suggest that similar vocabulary is used in both, the CEFRL and Chilean textbooks in terms of “language teaching methodology” (36% and 33% respectively), but it varies highly in the category of “curriculum design” (22% and 48% respectively) and mostly in “language assessment” (42% and 19% respectively) while showing different frequencies in the key words and their associated verbs between “students” (1,33%) and “teacher” (0,18%). These results show a constructivist approach in both, but with a minor behaviorist aspect especially in textbooks, indicating relevant differences in the emphasis and coherence between different areas of the instruction.

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Language Testing and Assessment

Cited by 243 publications

References 0 publications

Investigating the Content Validity of the Junior Middle School Entrance English Testing

Investigating the Content Validity of the Junior Middle School Entrance English Testing

Mandates, needs, equitable resources, and current research in English language teacher education: The case of Turkey

A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile

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