Practical and concise, this introductory text for language teaching professionals is a guide to ESL assessment and to fulfilling the testing component of TESOL programs in the U.S. and around the world. Covering the fundamental descriptive and quantitative facets of effective language testing, it explicates key technical aspects in an accessible, non-technical manner. Each chapter includes relevant practical examples and is augmented by a partnered project that provides practical opportunities for readers to apply the concepts presented in real testing situations.
Measurement and Evaluation in Post-Secondary ESL:
- Discusses effective methods of evaluating the language proficiency of college-bound English language learners in various skills areas such as reading, oral proficiency, and writing
- Takes a fresh look at accepted assessment concepts and issues such as validity and reliability, construct definition, authenticity, washback, reliable scoring, rater training, holistic and analytic rubrics, standardized tests, and statistical concepts
- Places special emphasis on innovative methods and alternative forms of assessment, such as self and portfolio assessment, as an adjunct to traditional methods
- Reviews the changes in the new internet-based Test of English a Second Language launched in 2005
- Addresses the role and responsibilities of assessors
Table of Contents
- Overview of the principle concepts of language testing
- Basic statistics and SPSS
- Assessing reading
- Assessing writing
- Assessing oral proficiency
Appendix: Selected standardized tests
Glayol Ekbatani is Associate Professor in the Department of Language and Literature, St. John’s University, Jamaica, NY.
"The fresh treatment of concepts [is] characterized in the text by simplification and usage of non-technical explanations. The methods presented appear effective and innovative because of the new emphasis placed on higher levels of authenticity, and the appendix updates the changes made on the most common tests allowing readers to make informed decisions about what tests could be used to place students in their classrooms. The value of this book lies in its ability to introduce new trends in testing and make testing terminology accessible to non-experts who want to make or choose an appropriate assessment for their incoming college students."—Education Review