Achievement Testing: A Final Achievement Test Model for Japanese Junior High School Students.

Autor/in	Kuroki, Kenichi
Titel	Achievement Testing: A Final Achievement Test Model for Japanese Junior High School Students.
Quelle	(1996), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Comparative Analysis; English (Second Language); Foreign Countries; Junior High School Students; Junior High Schools; Language Proficiency; Language Tests; Linguistic Theory; Standardized Tests; Test Construction; Test Format; Test Items; Test Reliability; Test Use; Test Validity; Japan + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Linguistische Theorie; Standadised tests; Standardisierter Test; Testaufbau; Testentwicklung; Test content; Testaufgabe; Testreliabilität; Testanwendung; Testvalidität
Abstract	This paper discusses the construction of language tests, particularly for English as a Second Language (ESL), that focus on language use in real situations. Linguistic theories that provide background for language test construction are reviewed, and application of those theories to ESL instruction in Japan is examined, with attention to the particular constraints of the English teaching environment there. The first chapter looks at the types and purposes of language tests, and the concepts of reliability, validity, practicality, and backwash effect. The second chapter offers an overview of English testing in Japan, including the pressure to excel on standardized tests and the types of test items currently used. The next chapter considers how more proficiency-oriented tests can be developed for the Japanese junior high school context, and how the theories presented in the first chapter may be relevant in Japan. Finally, test specifications and examples of communicative proficiency-oriented test items are presented. A brief bibliography is included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC