Sustaining an Occupation-Specific Language Assessment for the Canadian Healthcare Field

Autor/inn/en	Stewart, Gail; Strachan, Andrea
Titel	Sustaining an Occupation-Specific Language Assessment for the Canadian Healthcare Field
Quelle	In: TESL Canada Journal, 38 (2022) 1, S.49-66 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Language Tests; English for Special Purposes; Benchmarking; Nurses; Licensing Examinations (Professions); Foreign Countries; Language Proficiency; Standards; Test Use; Educational Attainment; Nursing Education; English (Second Language); Second Language Learning; Test Items; Difficulty Level; Canada; Test of English for International Communication; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Ausland; Language skill; Language skills; Sprachkompetenz; Standard; Testanwendung; Bildungsabschluss; Bildungsgut; Pflegepädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Test content; Testaufgabe; Schwierigkeitsgrad; Kanada
Abstract	Since its implementation in 2004, the Canadian English Language Benchmark Assessment for Nurses (CELBAN) has been accepted as evidence of language ability for licensure of internationally educated nurses (IENs) in Canada. This article focuses on the complexities of sustaining an occupation-specific assessment over time. The authors reference the seminal work of Epp and Lewis, who developed the original CELBAN test forms and aligned the test results with the Canadian Language Benchmarks (CLB), and then go on to describe a research and development project that was carried out under the direction of Touchstone Institute and overseen by the Centre for Canadian Language Benchmarks (CCLB) to renew the test model and develop additional content. This is followed by a discussion of the maintenance strategies required to sustain a secure assessment within the evolving Canadian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01