An essential resource on effective language assessment, invaluable for a new generation of teachers and education researchers
A Practical Guide to Language Assessment helps educators at every level redefine their approach to language assessment. Grounded in extensive research and aligned with the latest advances in language education, this comprehensive guide introduces foundational concepts and explores key principles in test development and item writing. Authored by a team of experienced language teacher educators, this book addresses the potential impacts of poorly designed tools and prepares teachers to make informed, effective assessment decisions.
Perfect for developing test blueprints and crafting effective assessment tools, including those for young learners, A Practical Guide to Language Assessment bridges the gap between theory and practice to provide the real-world training educators need to successfully navigate the complexities of modern language assessment. Clear and accessible chapters highlight the critical role of well-designed assessments, emphasize the importance of selecting appropriate tools to accurately measure student proficiency, and discuss recent innovations and emerging needs. With practical examples and a focus on current innovations, including ‘ungrading’ and the use of AI, A Practical Guide to Language Assessment:
Explains the foundational concepts of language assessment with practical examples and clear explanations Bridges theoretical principles with practical applications, enabling educators to create effective test blueprints and assessment items and tasks Provides up-to-date coverage of timely topics such as the integration of AI in assessments and the ethical and legal considerations of language testing Features a wealth of in-depth examples of how theoretical concepts can be operationalized in practice
A Practical Guide to Language Assessment is an essential read for students in language education, as well as teachers, assessment managers, professional development trainers, and policymakers in language program evaluation.
Table of Contents 0. Introduction 2 1. Concepts 5 2. Qualities of Test Usefulness and the Assessment Use Argument 35 3. Test Design 57 4. Crafting Assessments 89 5. Tools of the Trade 134 6. Assessing Young Learners 156 7. PK-12 in the US & Canada: Assessment is Not a Dirty Word 169 8. Assessing Exceptional Language Learners 189 9. Assessing Listening, Viewing, Representing, Speaking, Pronunciation 207 10. Assessing Reading, Vocabulary, Grammar, Writing 238 11. Grading, Evaluation, Feedback 273 12. Ethics, Fairness, and Security 299 13. Technology for Language Assessment 310 14. Improving Assessments through Statistics 329 15. Conclusion 347 16. Appendixes 349 Appendix A: Diagnostic Test (Pre-Test) 349 Appendix B: Achievement Test (Post-Test) 355 Table of Contents 0. Introduction 1. Concepts 2. Qualities of Test Usefulness and the Assessment Use Argument 3. Test Design 4. Crafting Assessments 5. Tools of the Trade 6. Assessing Young Learners 7. PK-12 in the US & Canada: Assessment is Not a Dirty Word 8. Assessing Exceptional Language Learners 9. Assessing Listening, Viewing, Representing, Speaking, Pronunciation 10. Assessing Reading, Vocabulary, Grammar, Writing 11. Grading, Evaluation, Feedback 12. Ethics, Fairness, and Security 13. Technology for Language Assessment 14. Improving Assessments through Statistics 15. Conclusion 16. Appendixes Appendix A: Diagnostic Test (Pre-Test) Appendix B: Achievement Test (Post-Test)
Ildiko Porter-Szucs is Professor of ESL and TESOL at Eastern Michigan University, a K-12 certified ESL and German teacher, and co-founder of the Polish Language Center of Ann Arbor. She has extensive experience teaching Polish, Hungarian, German, and English to diverse age groups in public schools, language schools, corporate settings, refugee programs, and higher education. She spent four years working for a high-stakes standardized testing organization. Cynthia J. Macknish is Professor of ESL and TESOL at Eastern Michigan University. She has taught at a range of levels in several countries, including Canada, the Bahamas, and Singapore, where she taught pedagogy and assessment courses to pre- and in-service teachers at the National Institute of Education. Cynthia was also a certified IELTS examiner for 14 years. Suzanne Toohey is Supervisor of Instruction and Pedagogy at Oakland Schools. She has taught ELs for seventeen years, with her passion for second language acquisition ignited during her service as a Peace Corps volunteer. She has published work in the Detroit Free Press and MITESOL Messages as well as for TESOL Press and the National Association of English Language Program Administrators.
