Teaching English as a Second Language: Perspectives and Practices. A Series of Six Texts. Testing: Fourth of a Series.

Institution	New York State Education Dept., Albany.
Titel	Teaching English as a Second Language: Perspectives and Practices. A Series of Six Texts. Testing: Fourth of a Series.
Quelle	(1978), (89 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Cloze Procedure; Communicative Competence (Languages); Culture Fair Tests; English (Second Language); Intelligence Tests; Language Dominance; Language Instruction; Language Proficiency; Language Tests; Learning Processes; Minority Group Children; Second Language Learning; Sociolinguistics; Teaching Methods; Test Construction; Test Interpretation; Test Reliability; Testing + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lückentext; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Intelligence test; Intelligenztest; Sprachliche Dominanz; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Learning process; Lernprozess; Zweitsprachenerwerb; Soziolinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Test analysis; Testauswertung; Testreliabilität
Abstract	This book is designed to assist those who work with non-English dominant students by providing resource information relevant to second language teaching and learning. The articles in the series encompass both theory and practical learning techniques in six general topics. Five articles concerning testing are presented in the fourth volume of this series. "Testing," by Robert Cooper, is a brief introductory guide to the construction, selection, and use of second language tests, specifically tests of English as a second language. The second article, "Writing Proficiency and Achievement Tests," by Sydney Sako, discusses test items designed to measure the four types of language skills: listening comprehension, reading comprehension, speaking production, writing production, and combinations of these skills. The third article, "The Assessment of Language Dominance and Proficiency," by Marina Burt and Heidi Dulay, defines the dimension of bilingual measurement in order to assess oral language dominance and proficiency. The fourth article, "Using Cloze Procedure as an Overall Language Proficiency Test," by Kenneth Aitken, discusses the construction, administration, scoring and interpretation of cloze tests of overall language proficiency. The last article, "I.Q. Tests for Minority Children and a Piagetian-Based Computerized Information System as an Alternative," by Edward A. DeAvila, discusses the inadequacy of the response of test publishers to public criticism of I.Q. tests. Appended are a list of abbreviations and definitions used in the book and a list of materials and services available from the Bureau of Bilingual Education, New York State Education Department. (NCR)
Anmerkungen	The University of the State of New York, The State Education Department, Bureau of Bilingual Education, Albany, New York 12234
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01