English Language Proficiency Assessments for Young Learners
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English Language Proficiency Assessments for Young Learners provides both theoretical and empirical information about assessing the English language proficiency of young learners. Using large-scale standardized English language proficiency assessments developed for international or U.S. contexts as concrete examples, this volume illustrates rigorous processes of developing and validating assessments with considerations of young learners’ unique characteristics. In this volume, young learners are defined as school-age children from approximately 5 to 13 years old, learning English as a foreign language (EFL) or a second language (ESL). This volume also discusses innovative ways to assess young learners’ English language abilities based on empirical studies, with each chapter offering stimulating ideas for future research and development work to improve English language assessment practices with young learners. English Language Proficiency Assessments for Young Learners is a useful resource for students, test developers, educators, and researchers in the area of language testing and assessment.
Table of Contents
Section 1: Introduction. Chapter 1. An Overview of English Language Proficiency Assessments for Young Learners by Mikyung Kim Wolf & Yuko Goto Butler. Section 2: Theoretical Basis and Assessment Frameworks. Chapter 2. Theoretical and Developmental Issues to Consider in the Assessment of Young Learners’ English Language Proficiency by Alison Bailey. Chapter 3. Designing TOEFL® Primary TM Tests by Yeonsuk Cho, Mitch Ginsburgh, Rick Morgan, Brad Moulder, Xiaoming Xi, & Maurice Cogan Hauck. Chapter 4 TOEFL Junior® Design Framework by Youngsoon So, Mikyung Kim Wolf, Maurice Cogan Hauck, Pamela Mollaun, Paul Rybinski, Daniel Tumposky, & Lin Wang. Chapter 5. Designing Task Types for English Language Proficiency Assessments for K-12 English Learners in the U.S. by Maurice Cogan Hauck, Emilie Pooler, Mikyung Kim Wolf, Alexis Lopez & David Anderson. Section 3: Empirical Studies for Validity Evidence. Chapter 6. A Field Test Study for the TOEFL® Primary TM Reading and Listening Tests by Jiyun Zu, Bradley Moulder, & Rick Morgan. Chapter 7. Strategies Used by Young English Learners in an Assessment Context by Lin Gu & Youngsoon So. Chapter 8. Using the Common European Framework of Reference to Facilitate Score Interpretations for Young Learners’ English Language Proficiency Assessments by Spiros Papageorgiou & Patricia Baron. Chapter 9. Making a Validity Argument for Using the TOEFL Junior Standard Test as a Measure of Progress for Young English Language Learners by Lin Gu, J. R. Lockwood, & Donald E. Powers. Chapter 10. Comparing the Performance of Young English Language Learners and Native English Speakers on Speaking Assessment Tasks by Mikyung Kim Wolf, Alexis Lopez, Saerhim Oh, & Fred S. Tsutagawa. Section 4: Future Assessments and Innovations for Young Learners. Chapter 11. Considering Young Learners’ Characteristics in Developing a Diagnostic Assessment by Eunice Eunhee Jang, Megan Vincett, Edith van der Boom, Clarissa Lau, & Yehbeen Yang. Chapter 12. Computerized Dynamic Assessments for Young Language Learners by Matthew E. Poehner, Jie Zhang, & Xiaofei Lu. Chapter 13. Measuring 21st Century Reading Comprehension Through Scenario-Based Assessments by Jane Shore, Mikyung Kim Wolf, Tenaha O’Reilly, & John P. Sabatini. Section 5: Conclusion. Chapter 14. Challenges and Future Directions for Young Learners’ English Language Assessments and Validity Research by Yuko Goto Butler. Appendices.
Mikyung Kim Wolf is Senior Research Scientist at the Center for English Language Learning and Assessment Research at Educational Testing Service.
Yuko Goto Butler is Associate Professor in the Educational Linguistics Division and Director of Teaching English to Speakers of Other Languages (TESOL) at the University of Pennsylvania Graduate School of Education, U.S.A.
"The chapters in this volume demonstrate what the field of language assessment has known for some time: given sufficient expertise, time, and resources, we can develop assessments for specific groups of test takers that are justifiable for a range of uses, both formative and summative. Researchers, developers, and users of large-scale ELP assessments will find this volume informative for their own assessment programs."
Lyle F. Bachman, Professor Emeritus, Department of Applied Linguistics, University of California, Los Angeles