Fairness and Validation in Language Assessment: Selected Papers from the 19th Language Testing Research Colloquium, Orlando, Florida

by Antony John Kunnan

• ISBN13: 9780521658744
• ISBN10: 0521658748
• Format: Paperback
• Copyright: 2000-11-06
• Publisher: Cambridge University Press

Summary

Learner Strategy Use and Performance on Language Tests investigates the relationships between learner strategy use and performance on second language tests. To this effect, it examines the construct validity of two questionnaires, designed within a model of human information processing, that purport to measure testakers' self-reported cognitive and metacognitive strategy use. It then examines the construct validity of the FCE Anchor test, developed by the University of Cambridge Local Examinations Syndicate, to measure second language proficiency. It is a useful resource for those interested in understanding the effects of strategy use on performance, for those interested in training students to use strategies in language classrooms and for those interested in using structural equation modelling as an analytic tool for examining the effects of socio-psychological background variables on performance.

Table of Contents

Series Editor's note	vii
Preface	ix
Section One Fairness: Concept and Context	xiv
Fairness and justice for all	1	(14)
Antony John Kunnan
Fairness in language testing	15	(5)
Elana Shohamy
Writing assessment: Language, meaning and marking memoranda	20	(10)
Bonny Norton
Fairnesses in language testing	30	(5)
Liz Hamp-Lyons
Enhancing fairness through a social contract	35	(4)
Mary Spaan
What, if any, are the limits of our responsibility for fairness in language testing?	39	(3)
Lyle F. Bachman
Section Two Fairness: Standards, Criteria and Bias	42	(86)
Non-native varieties and issues of fairness in testing English as a world language	43	(17)
Peter Lowenberg
Assessing the communication skills of veterinary students: Whose criteria?	60	(22)
Dan Douglas
Ron Myers
Is it fair to assess native and non-native speakers in common on school foreign language examinations? The case of Italian in Australia	82	(23)
Catherine Elder
Identifying suspect item bundles for the detection of differential bundle functioning in an EFL reading comprehension test: A preliminary study	105	(23)
Yong-Won Lee
Section Three Validation: Ratings and Test Development	128	(97)
Validation of holistic scoring for ESL writing assessment: How raters evaluate compositions	129	(24)
Alfred Appiah Sakyi
Ratings, raters and test performance: An exploratory study	153	(24)
Beryl Meiron
Laurie Schick
A job-relevant listening summary translation exam in Minnan	177	(24)
Charles W. L. Stansfield
Weiping M. Wu
Marijke van der Heide
Schema theory and selected response item tests: From theory to practice	201	(24)
Ebrahim Khodadady
Michael Herriman
Section Four Dilemmas and Post modern Test Design	225	(48)
Reading research and its implications for reading assessment	226	(37)
William Grabe
A post-modern view of the problem of language assessment	263	(10)
Henry Braum
About the authors	273	(6)
Authors Index	279	(15)
Subject index	294