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| 999 |
_c1141 _d1141 |
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| 003 | OSt | ||
| 005 | 20230812180212.0 | ||
| 008 | 130819t20112011fr a###frb i000 0 eng d | ||
| 020 | _a9789287171658 (pbk) | ||
| 040 | _cJCRC | ||
| 100 | 1 | _aFischer, Johann | |
| 245 | 1 | 0 |
_aGuidelines for Task-Based University Language Testing / _cJohann Fischer, Catherine Chouissa, Stefania Dugovičová, and Anu Virkkunen-Fullenwider; European Centre for Modern Languages. |
| 250 | _a1st ed. | ||
| 260 |
_aStrasbourg : _bCouncil of Europe Publishing ; _bEuropean Centre for Modern Languages, _c2011. |
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| 300 |
_a123 p. : _bill. ; _c24 cm. |
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| 440 | _aValoriser les professionnels en langues | ||
| 440 | _aEmpowering language professionals | ||
| 440 | _aSprachlehrende in ihrer Rolle starken | ||
| 500 | _aPublié également en français, sous le titre « Evaluer par les tâches les langues à fins spécifiques à l'université : un guide » (ISBN : 9789287171641). | ||
| 504 | _aBibliogr. p.51-57, p. 107-108. | ||
| 505 | _aPart A: Guidelines | ||
| 505 | _a1. Aims and objectives | ||
| 505 | _a2. The GULT context | ||
| 505 | _a3. Target audience | ||
| 505 |
_a4. Why task-based LSP testing: the logical next step from task-based LSP teaching _t4.1. Task-based testing in various disciplines _t4.2. Task-based / action-based approach to language testing _t4.3. Task-based testing and the communicative approach _t4.4. Task-based approaches |
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| 505 |
_a5. Essential features of task-based assessment _t5.1. The construct _t5.2. Integrating the four skills _t5.3. The structure of a task-based test or exam |
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| 505 | _aThe GULT structure | ||
| 505 | _aStep 1: Introduction to the topic | ||
| 505 | _aStep 2: Receptive skills | ||
| 505 | _aStep 3: Case study work/case analysis | ||
| 505 |
_aStep 4: Productive skills _tStep 4a: Writing _tStep 4b: Speaking |
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| 505 | _aTiming | ||
| 505 | _a6. The potential benefits and beneficiaries of task-based language assessment | ||
| 505 |
_a7. Challenges and limitations _t7.1. Psychometric concerns _t7.2. Practical concerns _t7.3. Other concerns |
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| 505 | _a8. Evaluating test taker performance | ||
| 505 |
_a9. Potential uses of task-based tests/exams: how to exploit task-based tests _t9.1. Achievement tests: end-of-course exams _t9.2. Proficiency and prochievement tests |
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| 505 |
_a10. How to develop a task-based test _t10.1. Test design _t10.1.1. The problem _t10.1.2. Authenticity of the task _t10.1.3. The dossier _t10.1.4. The situation _t10.1.5. The task _t10.1.6. The build-up tasks for the individual skills _t10.2. Next steps in test development: trying out |
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| 505 | _a11. Bibliography | ||
| 505 | _aPart B: Resource documents | ||
| 505 | _aResource document 1: About tests and assessment | ||
| 505 | _aResource document 2: Examples of the implementation of task-based testing in university proficiency testing systems: “Make it real” | ||
| 505 | _aResource document 3: Examples of task-based tests and exams | ||
| 505 | _aResource document 4: Examples of the implementation of task-based assessment in university language teaching | ||
| 505 | _aResource document 5: Assessment grids | ||
| 505 | _aResource document 6: Definition of “task” | ||
| 505 | _aResource document 7: Definition of “authenticity” | ||
| 505 | _aResource document 8: Steps in developing a task-based language test | ||
| 505 | _aResource document 9: Glossary | ||
| 520 | 3 | _a« This publication is targeted at: decision-makers in university language teaching and testing (e.g. heads of university language centres or language departments); teachers and testers of languages for specific purposes in higher education; language teacher educators; other stakeholders in university-level language instruction and assessment. Guidelines for task-based university language testing is a practical manual for those language teachers and testers who are looking for a valid tool to measure their students’ language skills in a meaningful way. It shows how to link the language skills taught with those needed in studies and later in working life. It helps language instructors, who already conduct task-based language courses, to design corresponding tests and to evaluate their students’ language performance. The publication also highlights the benefits of task-based language testing for all the stakeholders. For further information and materials relating to this publication, visit the website: http://gult.ecml.at. » (Publisher's Website) | |
| 520 | 2 | _aTABLE OF CONTENTS: Part A: Guidelines 1. Aims and objectives 2. The GULT context 3. Target audience 4. Why task-based LSP testing: the logical next step from task-based LSP teaching 4.1. Task-based testing in various disciplines 4.2. Task-based / action-based approach to language testing 4.3. Task-based testing and the communicative approach 4.4. Task-based approaches 5. Essential features of task-based assessment 5.1. The construct 5.2. Integrating the four skills 5.3. The structure of a task-based test or exam The GULT structure Step 1: Introduction to the topic Step 2: Receptive skills Step 3: Case study work/case analysis Step 4: Productive skills Step 4a: Writing Step 4b: Speaking Timing 6. The potential benefits and beneficiaries of task-based language assessment 7. Challenges and limitations 7.1. Psychometric concerns 7.2. Practical concerns 7.3. Other concerns 8. Evaluating test taker performance 9. Potential uses of task-based tests/exams: how to exploit task-based tests 9.1. Achievement tests: end-of-course exams 9.2. Proficiency and prochievement tests 10. How to develop a task-based test 10.1. Test design 10.1.1. The problem 10.1.2. Authenticity of the task 10.1.3. The dossier 10.1.4. The situation 10.1.5. The task 10.1.6. The build-up tasks for the individual skills 10.2. Next steps in test development: trying out 11. Bibliography Part B: Resource documents Resource document 1: About tests and assessment Resource document 2: Examples of the implementation of task-based testing in university proficiency testing systems: “Make it real” Resource document 3: Examples of task-based tests and exams Resource document 4: Examples of the implementation of task-based assessment in university language teaching Resource document 5: Assessment grids Resource document 6: Definition of “task” Resource document 7: Definition of “authenticity” Resource document 8: Steps in developing a task-based language test Resource document 9: Glossary | |
| 650 | 7 | _aCadre européen commun de référence en langue. | |
| 650 | 7 | _aCommon European Framework of Reference for Languages. | |
| 650 | 7 |
_aLangues vivantes _xÉtude et enseignement _zEurope. |
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| 650 | 7 |
_aModern languages _xStudy and teaching _zEurope. |
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| 650 | 7 | _aLanguage testing. | |
| 650 | 7 | _aAssessment (Higher education). | |
| 700 | 1 | _aChouissa, Catherine | |
| 700 | 1 | _aDugovičová, Stefania | |
| 700 | 1 | _aVirkkunen-Fullenwider, Anu | |
| 856 |
_uhttps://book.coe.int/eur/en/language-learning-ecml-graz/6308-guidelines-for-task-based-university-language-testing.html _zPublisher's Website. |
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| 856 |
_uhttps://www.ecml.at/tabid/277/PublicationID/68/Default.aspx _zECML Publications. |
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| 942 |
_cBK _2z |
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