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Classroom-Based Assessments in Linguistically Diverse Communities: A Case for Collaborative Research Methodologies
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Schissel, Jamie L.; López-Gopar, Mario; Leung, Constant; Morales, Julio; Davis, James R. – Language Assessment Quarterly, 2019
For linguistically diverse communities, researchers have long questioned assessment approaches that disregard learners' multilingualism. Our study offers potential approaches that center contextualized, multilingual knowledges and skills within classroom-based language assessments with one teacher and his English foreign language courses for…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
Assessment and Evaluation.
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Bachman, Lyle F. – Annual Review of Applied Linguistics, 1989
Applied linguistics and psychometrics have influenced language testing, providing additional tools for investigating factors affecting language test performance and assuring measurement reliability. An examination is presented of language testing, including the theoretical issues involved, the methodological advances, language test development,…
Descriptors: Applied Linguistics, Evaluation Methods, Language Proficiency, Language Tests
Proficiency Guidelines and Language Curriculum. Making ACTFL Proficiency Guidelines Effective in Furthering Japanese Language Proficiency.
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Johnson, Yuki – Applied Language Learning, 1997
Examines the role of American Council on the Teaching of Foreign Languages (ACTFL) guidelines in language proficiency testing, focusing on Japanese language instruction and discussing how effective that system is in relation to university classroom instruction. Two main issues are addressed: viewing ACTFL Proficiency Tests as having the…
Descriptors: Evaluation Methods, Higher Education, Japanese, Language Proficiency
The German Speaking Test: Utility and Caveats.
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Norris, John M. – Unterrichtspraxis/Teaching German, 1997
Discusses the utility of the German Speaking Test (GST) as a general test of German foreign-language proficiency, examining whether it can be used effectively in classroom and institutional foreign-language settings and how proficiency ratings based on the GST relate to examinees' real-world German communicative abilities. Caveats regarding the…
Descriptors: Elementary Secondary Education, Evaluation Methods, German, Higher Education