000			04830cam a2200385 a 4500
999			_c2839 _d2839
001			44299779
003			OCoLC
005			20200113145628.0
008			110829s2012 nyua b 001 0 eng
010			_a2011036567
020			_a9781107017146
020			_a1107017149
020			_a9781107677074 (pbk)
020			_a1107677076 (pbk)
040			_aDLC _cDLC _dYDX _dBTCTA _dUKMGB _dDEBBG _dYDXCP _dBWX _dUtOrBLW _dJCRC
090			_aPE1128.A2 _bC319 2012
245	0	4	_aThe Cambridge Guide to Second Language Assessment / _cedited by Christine Coombe, Peter Davidson, Barry O'Sullivan, and Stephen Stoynoff.
260			_aNew York : _bCambridge University Press, _c2012.
300			_ax, 321 p. : _bill ; _c26 cm.
504			_aIncludes bibliographical references and index.
505	8		_a"This collection of 35 original articles provides language teachers with a theoretical background of key issues associated with language testing as well as practical advice on how to improve the effectiveness of the tests they develop and implement. Written by internationally prominent researchers and educators, the chapters are organized into five sections including: _tKey issues in the field _tAssessment purposes and approaches _tAssessment of second language skills _tTechnology in assessment _tAdministrative issues
505	8		_aChapters assume no particular background knowledge and are written in an accessible style." (Book Cover)
505	8		_aPreface / _rArthur Hughes
505	8		_aA. Key Issues _t1. A brief history of language testing / _rBarry O'Sullivan _t2. Foreign/second language assessment literacy / _rChristine Coombe, Salah Troudi and Mashael Al-Hamly _t3. Principles of language assessment / _rHossein Farhady _t4. The assessment development process / _rBarry O'Sullivan _t5. Test Specifications / _rFred Davidson and Glenn Fulcher _t 6. Linking assessment with instructional aims and learning / _rAnne Katz _t7. An overview of language standards for language learners / _rMargo Gottlieb _t8. The common European framework of reference / _rElif Kantarcioglu and Spiros Papageorgiou _t9. Test impact and washback / _rLiying Cheng and Andy Curtis _t10. Test-taking strategies / _rAndrew D. Cohen _t11. What teachers need to know about test analysis / _rJames Dean Brown _t12. Ethics in language testing and assessment / _rAnnie Brown _t13. Professional development in language assessment / _rStephen Stoynoff and Christine Coombe
505	8		_aB. Assessment Purposes and Approaches _t14. Choosing the right type of assessment / _rJames Dean Brown _t15. Communicative language testing / _rKeith Morrow _t16. Alternative assessment in language education / _rChristine Coombe and Kerry Purmensky _t17. Task-based language assessment / _rAli Shehadeh _t18. Authentic assessment / _rPeter Davidson _t19. Placement testing / _rTony Green _t20. Assessing young learners / _rAngela Hasselgreen _t21. ESL assessment in the workplace / _rIngrid Greenberg _t22. Student involvement in assessment through self and peer assessment / _rNeil J. Anderson _t23. Assessment of second language pragmatics / _rZohreh R. Eslami and Azizullah Mirzaei
505	8		_aC. Assessing Second Language Skills _t24. Assessing reading / _rNancy Hubley _t25. Assessing writing Sara / _rCushing Weigle _t26. Assessing listening / _rJohn Flowerdew and Lindsay Miller _t27. Assessing speaking / _rBarry O'Sullivan _t28. Assessing grammar / _rWayne Jones
505	8		_aD. Technology in Assessment _t30. Computerized language assessment / _rPeter Davidson and Christine Coombe _t31. Web-based language assessment / _rSunyoung Shin _t32. Software to facilitate language assessment / _rYoung-Ju Lee;
505	8		_aE. Administrative Issues _t33. Managing assessment in large EFL classes / _rBrock Brady _t34. Marking assessments (rubrics, rating scales) / _rTony Green and Roger Hawkey _t35. Accommodation in language testing / _rLynda Taylor
505	8		_aAuthor/subject index
520			_a"This collection of original articles provides language teachers with a theoretical background of key issues associated with language testing as well as practical advice on how to improve the effectiveness of the tests they develop and implement. Written by internationally prominent researchers and educators, the chapters are organized into five sections: key issues in the field, assessment purposes and approaches, assessment of second language skills, technology in assessment, and administrative issues. Chapters assume no particular background knowledge and are written in an accessible style"-- _cProvided by publisher.
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aSecond language acquisition _xStudy and teaching.
700	1		_aCoombe, Christine A. _q(Christine Anne), _d1962-
942			_2z _cBK