Multilingual Glossary of Language Testing Terms. Open global navigation Product description Inevitably, it is in the most commonly used languages that the vocabulary of language testing and assessment is most highly developed, and for which most of the literature has been produced.
A multilingual glossary has a significant role to play in encouraging the development of language testing in less widely taught languages. The idea of producing a multilingual glossary of assessment and language testing terms has grown out of the needs experienced by members of the Association of Language Testers in Europe (ALTE) while engaged in work on language testing projects. Language test. An English language placement test: issues in reliability and validity. Www.ealta.eu.org/documents/resources/enlta-bibliography.pdf. Journals. Description Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language.
Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional ('direct' and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development; it aims to value all perspectives on writing assessment as process, product and politics (test takers and raters; test developers and agencies; educational administrations; and political motivations).
Exam Practice Tests for KET, PET, FCE, CAE, IELTS, TOEIC, TOEFL. Home Page. The ALTE Code of Practice defines the standards that current and future members agree to meet when producing their examinations and facilitates comparison of members’ tests in terms of quality as well as level.
The Code of Practice also identifies the responsibilities of the main users of examinations, namely: Developers – those who construct and administer examinations as well as those who set policies for particular testing programmes Users – those who select examinations, commission examination development services, or who make employment or educational admissions decisions on the basis of examination results Takers (or Candidates) – those who take examinations, either by choice or because they are required to do so. The roles of developer and user can overlap, as when a state education agency commissions examination development services, sets policies that control the development process, and makes decisions on the basis of the results. Home Page. Images/pdfs/phds_2011.pdf. International Language Testing Association.
Ropean Association for Language Testing and Assessment. (Adopted 20th May 2006) The Guidelines reflect the aims and objectives of EALTA and are addressed primarily to three different audiences, namely those involved in: the training of teachers in testing and assessment classroom testing and assessment the development of tests in national or institutional testing units or centres.
For all these groups, a number of general principles apply: respect for the students/examinees, responsibility, fairness, reliability, validity and collaboration among the parties involved. EALTA is extremely grateful to all those colleagues and members of EALTA who offered their services free of charge to coordinate, translate and produce the EALTA Guidelines. Acknowledgements (PDF) Uses of the GGP Alderson, J.C. (2008) Final Report on Aviation English Testing Erickson, G. & Figueras, N. (2010). De Jong, J. & Zheng, Y. (2011). EBAFLS. The European Commission sponsored the project Building a European Bank of Anchor Items for Foreign Language Skills (EBAFLS) in their ‘Socrates Lingua 2 Programme’.
Cito (the Netherlands) is the coordinator and one of the partners. The other partners are institutions in seven European countries: France, Germany, Hungary, Luxembourg, Scotland, Spain and Sweden. Aim of the project The partnership had as its main objective to investigate the possibility of producing (a) calibrated set(s) of anchor items, or banks of anchor items. If anchors were available with a known CEFR level, each testing body could link these to their own tests and or examinations and provide empirical evidence for the CEFR level of their foreign language certificates or diplomas. In this way it would be possible to take national statistics of language competence and describe these in terms of CEFR levels. Methodology of the projectEBAFLS focused on CEFR level B1, and included levels A2 and B2 to define level B1.
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