The book introduces a framework for examining the validity of tests that aim to assess second-language (L2) proficiency development over time and/or in relation to L2 instruction. It also reports the findings of a longitudinal study that aimed to examine the sensitivity to change of a test of L2 proficiency development. Specifically, the study examined changes over time in Progress scores and the linguistic characteristics of essays written in response to Progress by learners who took the test before, during and after a period of L2 instruction in different countries. The book furthers our understanding of the nature of L2 proficiency as it develops over time and in relation to L2 instruction and provides a framework that can be used in future endeavours to design and validate tests of L2 proficiency development. The book is intended for graduate students, test developers, and researchers doing research in applied linguistics and L2 assessment.
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13 | (2) |
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15 | (2) |
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17 | (4) |
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Chapter 2 Evaluating Tests of Second Language Development |
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21 | (32) |
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2.1 Approaches to Assessing Second Language Development |
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23 | (4) |
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2.2 Evaluating and Validating Tests of L2 Development |
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27 | (11) |
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28 | (1) |
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28 | (9) |
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37 | (1) |
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2.3 Previous Research on Changes in L2 Test Scores Over Time |
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38 | (3) |
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2.4 Explaining Changes in L2 Test Performance Over Time |
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41 | (7) |
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2.5 Methods for Examining Changes in L2 Test Performance Over Time |
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48 | (5) |
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Chapter 3 The Pearson Progress Test |
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53 | (10) |
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Chapter 4 Research Questions and Method |
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63 | (20) |
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4.1 Dataset and Variables |
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64 | (2) |
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66 | (17) |
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67 | (1) |
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4.2.1.1 Grammatical Aspects |
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68 | (6) |
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4.2.1.2 Discourse Aspects |
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74 | (2) |
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4.2.1.3 Sociolinguistics Aspects |
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76 | (1) |
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4.2.1.4 Strategic Aspects |
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77 | (1) |
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4.2.2 Statistical Analyses |
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78 | (5) |
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Chapter 5 Changes in Progress Scores |
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83 | (20) |
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5.1 Changes in Progress Overall Scores |
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83 | (12) |
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5.2 Changes in Progress Skills Scores |
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95 | (6) |
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5.3 Changes in Progress Essay Scores |
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101 | (2) |
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Chapter 6 Changes in Grammatical Aspects |
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103 | (26) |
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103 | (3) |
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106 | (2) |
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108 | (6) |
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114 | (15) |
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Chapter 7 Changes in Discourse, Sociolinguistic and Strategic Aspects |
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129 | (24) |
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7.1 Changes in Discourse Aspects |
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129 | (6) |
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7.2 Changes in Sociolinguistics Aspects |
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135 | (5) |
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7.3 Changes in Strategic Aspects |
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140 | (5) |
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7.4 Relationship between Linguistic Indices and Essay Scores |
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145 | (8) |
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Chapter 8 Discussion and Implications |
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153 | (10) |
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8.1 Summary and Discussion of Findings |
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153 | (6) |
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8.1.1 Change in Progress Overall, Skills and Essay Scores |
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153 | (1) |
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8.1.2 Change in Progress Essay Characteristics |
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154 | (4) |
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8.1.3 Relationship between Progress Essay Characteristics and Scores |
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158 | (1) |
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8.2 Implications for the Progress Validity Argument |
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159 | (1) |
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8.3 Limitations and Implications |
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160 | (3) |
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160 | (2) |
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8.3.2 Contributions and Implications |
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162 | (1) |
| Stage 1 |
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163 | (1) |
| Stage 2 |
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163 | (2) |
| Stage 3 |
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165 | (2) |
| References |
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167 | |
Khaled Barkaoui is an associate professor at the Faculty of Education, York University, Canada. His current research and teaching focus on second-language (L2) assessment, L2 writing, L2 program evaluation, longitudinal and mixed-methods research, and English for Academic Purposes (EAP).
Lisainfo e-raamatute kohta