Language testing matters : investigating the wider social and educational impact of assessment : proceedings of the ALTE Cambridge Conference, April 2008 / edited by Lynda Taylor and Cyril J Weir.  (Text) (Text)

(3rd : ALTE Conference (3rd : 2008 : Cambridge, England)
Taylor, Lynda | Weir, Cyril J
Call no.: P118.75 .A48 2009Series: Studies in language testing: 31.Publication: New York : Cambridge University Press, 2009Description: xi, 399 p. : illISBN: 9780521163910; 0521163919Subject(s): Second language acquisition -- Ability testing -- CongressesSecond language acquisition -- Social aspects -- CongressesLanguage and languages -- Ability testing -- CongressesLOC classification: P118.75 | .A48 2009
Contents:Introduction / Lynda Taylor and Cyril J. Weir -- Section One New perspectives on testing for specific purposes -- 1 When is a bad test better than no test at all? / Rachel Brooks and Beth Mackey -- 2 Social, safety and economic impacts of global language testing in aviation / Philip Shawcross -- 3 Going from language proficiency to linguistic evidence in court cases / Margaret van Naerssen -- 4 A case of test impact: cheating on the College English Test in China / Dayong Huang and Mark Garner -- 5 In your own words, please: using authorship attribution to identify cheating on translation tests / Rachel Brooks -- 6 Cause and effect: the impact of the Skills for Life Strategy on language assessment / Philida Schellekens -- 7 The requirements of the UK test for citizenship and settlement: critical issues and possible solutions / Szilvia Papp -- Section Two Insights on testing in language teaching and learning -- 8 Setting Language standards for teaching and assessment: a matter of principle, politics or prejudice? / Lynda Taylor -- 9 Using learner language from corpora to profile levels of proficiency: insights from the English Profile Programme / John A Hawkins and Paula Buttery10 Operationalising linguistic creativity / Wayne Rimmer -- 11 The consequences of examining through an unfamiliar language of instruction and its impact for school-age learners in Sub-Saharan African school systems / Pauline Rea-Dickins, Guoxing Yu and Oksana Afitska -- 12 Certifying teachers’ foreign language proficiency: developing a performance test for Italian CLIL teachers / Geraldine Ludbrook -- 13 Common reference for the teaching and assessment of 'Intercultural Communicative Competence' (ICC) / Denise Lussier -- 14 The EIKEN Can-do List: improving feedback for and English proficiency test in Japan / Jamie Dunlea -- 15 Democratising and enhancing the quality of institutionalised language assessment through the European Language Portfolio / Stergiani Kostopoulou -- Section Three Reflections on the impact of testing among stakeholder constituencies -- 16 Standards-based assessment in the US: social and educational impact / Micheline Chalhoub-Deville -- 17 The impact of large-scale and classroom-based language assessments on the individual / James Purpura -- 18 A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation / Roger Hawkey -- 19 Crossing the bridge from the other side: the impact of society on testing / Cecilie Carlsen -- 20 The educational and social impact of the CEFR in Europe and beyond: a preliminary overview / Brian North.
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Introduction / Lynda Taylor and Cyril J. Weir -- Section One New perspectives on testing for specific purposes -- 1 When is a bad test better than no test at all? / Rachel Brooks and Beth Mackey -- 2 Social, safety and economic impacts of global language testing in aviation / Philip Shawcross -- 3 Going from language proficiency to linguistic evidence in court cases / Margaret van Naerssen -- 4 A case of test impact: cheating on the College English Test in China / Dayong Huang and Mark Garner -- 5 In your own words, please: using authorship attribution to identify cheating on translation tests / Rachel Brooks -- 6 Cause and effect: the impact of the Skills for Life Strategy on language assessment / Philida Schellekens -- 7 The requirements of the UK test for citizenship and settlement: critical issues and possible solutions / Szilvia Papp -- Section Two Insights on testing in language teaching and learning -- 8 Setting Language standards for teaching and assessment: a matter of principle, politics or prejudice? / Lynda Taylor -- 9 Using learner language from corpora to profile levels of proficiency: insights from the English Profile Programme / John A Hawkins and Paula Buttery

10 Operationalising linguistic creativity / Wayne Rimmer -- 11 The consequences of examining through an unfamiliar language of instruction and its impact for school-age learners in Sub-Saharan African school systems / Pauline Rea-Dickins, Guoxing Yu and Oksana Afitska -- 12 Certifying teachers’ foreign language proficiency: developing a performance test for Italian CLIL teachers / Geraldine Ludbrook -- 13 Common reference for the teaching and assessment of 'Intercultural Communicative Competence' (ICC) / Denise Lussier -- 14 The EIKEN Can-do List: improving feedback for and English proficiency test in Japan / Jamie Dunlea -- 15 Democratising and enhancing the quality of institutionalised language assessment through the European Language Portfolio / Stergiani Kostopoulou -- Section Three Reflections on the impact of testing among stakeholder constituencies -- 16 Standards-based assessment in the US: social and educational impact / Micheline Chalhoub-Deville -- 17 The impact of large-scale and classroom-based language assessments on the individual / James Purpura -- 18 A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation / Roger Hawkey -- 19 Crossing the bridge from the other side: the impact of society on testing / Cecilie Carlsen -- 20 The educational and social impact of the CEFR in Europe and beyond: a preliminary overview / Brian North.

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