Evaluating Language Assessments
Routledge – 2014 – 272 pages
Evaluating Language Assessments offers a comprehensive overview of the theoretical bases and research methodologies of the evaluation of language assessments and demonstrates the importance of a fuller understanding of this widely-used evaluative tool. The volume explores language assessment evaluation in its wider political, economic, social, legal, and ethical contexts while also illustrating quantitative and qualitative methods through discussions of key research studies. Suitable for students in applied linguistics, second language acquisition and language assessment and education, this book makes the case for a clear and rigorous understanding of the theoretical and methodological underpinnings of language assessment evaluation as key to its successful implementation.
About the NPLA series:
Headed by two of its leading scholars, the New Perspectives in Language Assessment series captures the burgeoning field of language assessment by offering comprehensive and state-of-the-art coverage of its contemporary questions, pressing issues, and technical advances. It is the only active series of its kind on the market, and includes volumes on basic and advanced topics in language assessment, public policy and language assessment, and the interfaces of language assessment with other disciplines in applied linguistics. Each text presents key theoretical approaches and research findings, along with concrete practical implications and suggestions for readers conducting their own research or developmental studies.
Part 1: Overview. Chapter 1: Language assessment - contexts. Chapter 2: Assessment evaluation framework. Part 2: Evaluation evidence. Chapter 3: The political, economic, educational, social and cultural, legal and ethical. Chapter 4: Validation - content, criterion, and reliability. Chapter 5: Validation - construct. Chapter 6: Validation - test methods, technology, test scoring. Chapter 7: Absence of bias - content and language. Chapter 8: Access - opportunity to learn and accommodations. Chapter 9: Administration - uniformity, security, scoring, reporting, diagnosis. Part 3: Overall evaluation argument. Chapter 10: Building arguments - possibilities and challenges, monitoring and accreditation.
Antony John Kunnan is Professor in the TESOL Program and Applied and Advanced Studies in Education at California State University, Los Angeles.