Language Testing and Assessment: 1st Edition (Hardback) book cover

Language Testing and Assessment

1st Edition

Edited by Antony John Kunnan


1,742 pages

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Hardback: 9780415708425
pub: 2015-04-09
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Most scholars consider the birth of modern language testing as a field of study to be the year 1961 with the publication of Robert Lado’s book Language Testing and John Carroll’s chapter ‘Fundamental Considerations in Language Testing’. In the decades since it has grown in scope into a deeper and wider theoretical and intellectual field of study. The intellectual growth has come with the birth of psychometrics, specifically, in using statistical analyses for test development and research; with ideas from linguistics, in developing language tests that are communicatively oriented; with ideas from ethics, specifically, in developing qualities, codes, and standards so that tests are fair and just. This has been coupled with the growth of the field into a billion-dollar worldwide enterprise partly fuelled by the practical need to assess the English language ability of test-takers who want to study at English-medium universities or work in offices that mainly use English for communication.

This new four-volume collection from Routledge captures this burgeoning field by offering a cogent and comprehensive state-of-the-art coverage of the very best material. The volumes have been conceptualized both as a scholarly contribution in terms of theories and research as well as a practical guide in terms of test development in the field of language testing and assessment.

Table of Contents

Volume I: Foundations

Part 1: Overview

1. A. Davies, ‘The First 50 years of Language Assessment’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 1 (Wiley, 2014), pp. 1–14.

Part 2: Historical

2. J. Carroll, ‘Fundamental Considerations in Language Testing’, Testing (Center for Applied Linguistics, 1961), pp. 31–40.

3. R. Lado, ‘General Introduction and the Theory of Foreign Language Testing’, Language Testing (McGraw Hill, 1961), pp. 1–11.

4. J. Oller, ‘Discrete-point Test Versus Integrative Skills’, in J. Oller and J. C. Richards (eds.), Focus on the Learner (Newbury House, 1973), pp. 184–99.

5. B. Spolsky, ‘What Does it Mean to Know How to Use a Language? An Essay on the Theoretical Basis of Language Testing’, Language Testing, 1985, 2, 180–91.

Part 3: Communicative Proficiency

6. M. Canale and M. Swain, ‘Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing’, Applied Linguistics, 1980, 1, 1–47.

7. L. F. Bachman, ‘Communicative Language Ability’, in L. F. Bachman, Fundamental Considerations in Language Testing (Oxford University Press, 1990), pp. 81–109.

Part 4: Validation

8. A. J. Kunnan, ‘Validation Approaches in Language Assessment’, in A. J. Kunnan (ed.), Validation in Language Assessment (Lawrence Erlbaum, 1998), pp. 1–16.

9. L. F. Bachman, ‘Building and Supporting a Case for Test Use’, Language Assessment Quarterly, 2005, 2, 1–34.

10. M. Kane, ‘Articulating a Validity Argument’, in G. Fulcher and F. Davidson (eds.), The Routledge Handbook of Language Testing (Routledge, 2012), pp. 34–47.

11. C. Chapelle and E. Voss, ‘Evaluation of Language Tests Through Validation Research’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 3(Wiley, 2014), pp. 1081–97.

Part 5: Fairness and Justice

12. T. McNamara and K. Ryan, ‘Fairness Versus Justice in Language Testing: The Place of English Literacy in the Australian Citizenship Test’, Language Assessment Quarterly, 2011, 8, 161–78.

13. F. S. Walters, ‘Fairness’, in G. Fulcher and F. Davidson (eds.), The Routledge Handbook of Language Testing (Routledge, 2013), pp. 469–78.

14. A. J. Kunnan, ‘Fairness and Justice in Language Assessment’, in Kunnan (ed.), The Companion to Language Assessment, Vol. 3 (Wiley, 2014), pp. 1098–114.

Part 6: Washback and Consequences

15. J. C. Alderson and D. Wall, ‘Does Washback Exist?’, Applied Linguistics, 1993, 14, 115–29.

16. J. C. Alderson and L. Hamp-Lyons, ‘TOEFL Preparation Courses: A Study of Washback’, Language Testing, 1996, 13, 280–97.

17. S. Messick, ‘Validation and Washback’, Language Testing, 1996, 13, 241–56.

Part 7: Social Considerations

18. T. McNamara, ‘Policy and Social Considerations in Language Assessment’, Annual Review of Applied Linguistics, 1998, 18, 304–19.

19. E. Shohamy, ‘Critical Language Testing and Beyond’, Studies in Educational Evaluation, 1998, 24, 331–45.

20. T. McNamara and C. Roever, ‘The Social Dimension of Proficiency: How Testable is it?’, in T. McNamara and C. Roever, Language Testing: The Social Dimension (Blackwell, 2006), pp. 43–79.

Part 8: Ethics and Law

21. A. Davies, ‘Demands of Being Professional in Language Testing’, Language Testing, 1997, 14, 328–39.

22. G. Fulcher, ‘Language Testing in the Dock’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 3 (Wiley, 2014), pp. 1553–70.

Volume II: Development

Part 9: Test Development

23. L. F. Bachman, ‘Some Reflections on Task-based Language Performance Assessment’, Language Testing, 2002, 19, 453–76.

24. G. Fulcher and F. Davidson, ‘Test Architecture, Test Retrofit’, Language Testing, 2009, 26, 123–44.

25. R. Mislevy and C. Yin, ‘Evidence-centred Design in Language Testing’, in G. Fulcher and F. Davidson (eds.), The Routledge Handbook of Language Testing (Routledge, 2012), pp. 208–22.

26. L. F. Bachman and A. Palmer, ‘Justifying the Use of Language Assessments’, in L. F. Bachman and A. Palmer, Language Assessment in Practice (Oxford University Press, 2012), pp. 86–136.

Part 10: Language for Specific Purposes

27. A. Davies, ‘The Logic of Testing Languages for Specific Purposes’, Language Testing, 2001, 18, 133–47.

28. D. Douglas, ‘Language for Specific Purposes Assessment Criteria: Where Do They Come From?’, Language Testing, 2001, 18, 171–85.

Part 11: Reading and Writing

29. A. Cumming, ‘Writing Expertise and Second‐language Proficiency’, Language Learning, 1989, 39, 81–135.

30. D. D. Qian, ‘Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective’, Language Learning, 2002, 52, 513–36.

31. W. Grabe and X. Jiang, ‘Assessing Reading’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 1 (Wiley, 2014), pp. 185–200.

Part 12: Listening and Speaking

32. T. F. McNamara, ‘"Interaction" in Second Language Performance Assessment: Whose Performance?’, Applied Linguistics, 1997, 18, 446–66.

33. A. Brown, ‘Interviewer Variation and the Co-construction of Speaking Proficiency’, Language Testing, 2003, 20, 1–25.

34. E. Wagner, ‘Video Listening Tests: What are They Measuring?’, Language Assessment Quarterly, 2008, 5, 218–43.

Part 13: Grammar and Vocabulary

35. J. Read and C. A. Chapelle, ‘A Framework for Second Language Vocabulary Assessment’, Language Testing, 2001, 18, 1–32.

36. J. Purpura, ‘Assessing Grammar’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 1 (Wiley, 2014), pp. 100–24.

Part 14: Integrated Skills

37. A. Cumming, ‘Assessing Integrated Skills’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 1 (Wiley, 2014), pp. 216–29.

Volume III: Research

Part 15: Cognitive Diagnosis

38. G. Buck and K. Tatsuoka, ‘Application of the Rule-space Procedure to Language Testing: Examining Attributes of a Free Response Listening Test’, Language Testing, 1998, 15, 119–57.

39. Y. W. Lee and Y. Sawaki, ‘Application of Three Cognitive Diagnosis Models to ESL Reading and Listening Assessments’, Language Assessment Quarterly, 2009, 6, 239–63.

Part 16: Raters and Rating Scales

40. A. Brown, ‘The Effect of Rater Variables in the Development of an Occupation-specific Language Performance Test’, Language Testing, 1995, 12, 1–15.

41. J. A. Upshur and C. E. Turner, ‘Systematic Effects in the Rating of Second-language Speaking Ability: Test Method and Learner Discourse’, Language Testing, 1999, 16, 82–111.

Part 17: Applying Item-Response Theory

42. T. McNamara, ‘Item Response Theory and the Validation of an ESP Test for Health Professionals’, Language Testing, 1990, 7, 52–76.

43. S. Weigle, ‘Using FACETS to Model Rater Training Effects’, Language Testing, 1998, 16, 263–87.

44. T. Ferne and A. A. Rupp, ‘A Synthesis of 15 Years of Research on DIF in Language Testing: Methodological Advances, Challenges, and Recommendations’, Language Assessment Quarterly, 2007, 4, 113–48.

Part 18: Applying Structural Equation Modelling

45. J. E. Purpura, ‘An Analysis of the Relationships Between Test Takers’ Cognitive and Metacognitive Strategy Use and Second Language Test Performance’, Language Learning, 1997, 47, 289–325.

46. A. J. Kunnan, ‘An Introduction to Structural Equation Modelling for Language Assessment Research’, Language Testing, 1998, 15, 295–332.

47. Y. In’nami and R. Koizumi, ‘Structural Equation Modeling in Language Testing and Learning Research: A Review’, Language Assessment Quarterly, 2011, 8, 250–76.

Part 19: Applying Qualitative Methods

48. A. Lazaraton, ‘A Micro-analytic Perspective on Discourse, Proficiency, and Identity in Paired Oral Assessment’, Language Assessment Quarterly, 2012, 5, 1–36.

49. M. Sasaki, ‘Introspective Methods’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 3 (Wiley, 2014), pp. 1340–57.

Part 20: Applying Multiple Methods

50. A. Cumming, ‘Expertise in Evaluating Second Language Compositions’, Language Testing, 1990, 7, 131–51.

51. N. J. Anderson, L. Bachman, K. Perkins, and A. Cohen, ‘An Exploratory Study into the Construct Validity of a Reading Comprehension Test: Triangulation of Data Sources’, Language Testing, 1991, 8, 41–66.

Volume IV: Looking forward

Part 21: Technology

52. M. Chalhoub-Deville, ‘Computer Adaptive Testing and its Application in the Field of Second Language Testing’, Annual Review of Applied Linguistics, 1999, 19, 273–99.

53. J. Bernstein, A. van Moere, and J. Cheng, ‘Validating Automated Speaking Tests’, Language Testing, 2010, 27, 355–77.

54. O. Kang, D. Rubin, and L. Pickering, ‘Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English’, Modern Language Journal, 2010, 94, 554–66.

55. D. McNamara, S. Crossley, and P. McCarthy, ‘Linguistic Features of Writing Quality’, Written Communication, 2010, 27, 57–86.

56. S. Weigle, ‘ESL Writing and Automated Essay Evaluation’, in M. Shermis and J. Burstein (eds.), Handbook of Automated Essay Evaluation (Routledge, 2013), pp. 36–54.

Part 22: Workplace Assessment

57. J. C. Alderson, ‘Air Safety, Language Assessment Policy, and Policy Implementation: The Case of Aviation English’, Annual Review of Applied Linguistics, 2009, 29, 168–87.

58. C. Elder and S. Kim, ‘Assessing Teachers’ Language Proficiency’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 1 (Wiley, 2014), pp. 454–70.

Part 23: Immigration and Citizenship Assessment

59. T. McNamara, ‘21st-century Shibboleth: Language Tests, Identity and Intergroup Conflict’, Language Policy, 2005, 4, 351–70.

60. A. J. Kunnan, ‘Language Assessment for Immigration and Citizenship’, in G. Fulcher and F. Davidson (eds.), Routledge Handbook of Language Testing (Routledge, 2012), pp. 152–66.

61. D. Eades, ‘Assessment in Asylum-related Language Analysis’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 1 (Wiley, 2014), pp. 404–20.

Part 24: Language Classroom

62. M. Poehner and J. Lantolf, ‘Dynamic Assessment in the Language Classroom’, Language Teaching Research, 2005, 9, 233–65.

63. T. Isaacs and P. Trofimovich, ‘Deconstructing Comprehensibility: Identifying the Linguistic Influences on Listeners’ L2 Comprehensibility Ratings’, Studies in Second Language Acquisition, 2012, 34, 475–505.

Part 25: Assessing Languages

64. L. Cheng, ‘The Key to Success: English Language Testing in China’, Language Testing, 2008, 25, 16–37.

65. D. Qian, ‘English Language Assessment in Hong Kong: A Survey of Practices, Developments and Issues’, Language Testing, 2008, 25, 85–110.

66. M. Sasaki, ‘The 150-year History of English Language Assessment in Japanese Education’, Language Testing, 2008, 25, 63–83.

67. J. D. Brown, ‘The Future of World Englishes in Language Testing’, Language Assessment Quarterly, 2014, 11,5–26.

68. J. Jenkins and C. Leung, ‘Assessing English as a Lingua Franca’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 4 (Wiley, 2014), pp. 1607–16.

69. A. Gebril and H. Taha-Thomure, ‘Assessing Arabic’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 4 (Wiley, 2014), pp. 1781–9.

70. E. Ryan, ‘Assessing French’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 4 (Wiley, 2014), pp. 1989–98.

71. L. Qi and K. Zhang, ‘Assessing Mandarin’, in A. J. Kunnan (ed.), The Companion to Language Assessment, Vol. 4 (Wiley, 2014), pp. 1919–27.

About the Series

Critical Concepts in Linguistics

Routledge Critical Concepts in Linguistics series provides authoritative reprints of the discipline's best and most influential scholarship. This series looks at language from the point of view of the user, at the choices made and the constraints encountered when we use language. Edited by experts in the field, each set puts the development of fundamental concepts and themes into their historical context, as well as providing students and researchers with a snapshot of contemporary debates and current thinking.

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BISAC Subject Codes/Headings:
LANGUAGE ARTS & DISCIPLINES / Linguistics / General