Cyril Weir provides an innovative approach to language testing which is comprehensive and accessible to MA students in Applied Linguistics, TESOL and EFL, and to practising language teachers. Teachers need a framework of questions to enable them to interpret scores on tests accurately, Students' motivation, progress and life chances may be greatly affected by their language examination results. This innovative evidence-based approach offers teachers a solid theoretical and practical base which will empower them critically to evaluate both their own tests devised for the classroom and those provided by Examination Boards. Part 1 maps out the types of validation evidence needed to give confidence that the results of performance on a test provide an accurate picture of the underlying abilities or constructs that are being measured. Part 2 examines real examples and procedures taken from tests around the world and provides an evidence-based validity framwork for asking questions of any exam or form of assessment. In Part 3 a number of research activities, large and small-scale, are suggested for generating data on whether a test matches up to the various criteria in the framework. This will be particularly useful to MA/professional teaching students undertaking researrh as part of their studies, or to practising teachers keen to put the framework into action. Part 4 backs up the discussion of research and practice with information on key electronic and paper-based resources.
Cyril Weir provides an innovative approach to language testing which is comprehensive and accessible to MA students in Applied Linguistics, TESOL and EFL, and to practising language teachers. Teachers need a framework of questions to enable them to interpret scores on tests accurately, Students' motivation, progress and life chances may be greatly affected by their language examination results. This innovative evidence-based approach offers teachers a solid theoretical and practical base which will empower them critically to evaluate both their own tests devised for the classroom and those provided by Examination Boards. Part 1 maps out the types of validation evidence needed to give confidence that the results of performance on a test provide an accurate picture of the underlying abilities or constructs that are being measured. Part 2 examines real examples and procedures taken from tests around the world and provides an evidence-based validity framwork for asking questions of any exam or form of assessment. In Part 3 a number of research activities, large and small-scale, are suggested for generating data on whether a test matches up to the various criteria in the framework. This will be particularly useful to MA/professional teaching students undertaking researrh as part of their studies, or to practising teachers keen to put the framework into action. Part 4 backs up the discussion of research and practice with information on key electronic and paper-based resources.