RELO Resources
Assessment
Last Updated 02/05
Assessing Language Ability in the Classroom (Call no. H /0801/ 1994)
Andrew D. Cohen
HEINLE & HEINLE 1994
This second edition presents various principles for guiding teachers through the assessment process (dictation cloze summary oral interview role plays portfolio assessment techniques).
Authentic Assessment for English Language Learners (Call no. L /1201/ 1996)
J. Michael O’Malley & Lorraine Valdez Pierce
Longman 1996
This book is awesome for any teacher. Not only does it discuss many aspects dealing with authentic assessment and the importance of it, but it also gives many examples of how it can be used in an actual classroom (more applicable to LA learning, however it can be used with any subject).
Evaluation (Call no. O /1517/ 1992)
Pauline Rea-Dickins & Kevin Germaine
Oxford University Press 1992
Testing is only one component of the evaluation process. This book shows how this process can form an integral part of teaching and learning, how it can provide teachers and other ELT professionals with valuable data that can be used to inform, and develop classroom practice. It both examines the principles underlying evaluation and provides guidance in the planning of evaluation activities.
Language Testing (Call no. O /1526/ 2000)
Tim McNamara
Oxford University Press 2000
This book examines issues such as test design, the rating process, validity, measurement and the social dimension of language testing. It looks at both traditional and newer forms of language assessment, and the challenges posed by new views.
Language Testing in Practice (Call no. O /1527/ 1996)
Lyle F. Bachman and Adrian S. Palmer
Oxford University Press 1996
Bachman and Palmer have targeted this book halfway between theory and practice, with an audience whose interests are practical but not limited to classroom testing. The book is divided into three parts: the first is concerned with presenting their model of testing theory, the second provides a step by step account of how to develop tests for real life contexts and the classroom, and the third provides ten case studies of different kinds of tests, worked out in greater or lesser detail according to the model they present earlier. The book is therefore useful for students beyond a practically oriented teacher training level, and is suitable to introduce the concept of test development as a team effort, a project planned and managed by a team leader. At the same time, it is simple enough for those on applied linguistics or language teacher education courses who do not have the time or interest to pursue theoretical issues in detail.
Learning About Language Assessment (Call no. H /0805/ 1998)
Kathleen M. Bailey
HEINLE & HEINLE 1998
Learning About Language Assessment is one volume of the authoritative 13-title Teacher Source Series. The author examines the issue of classroom assessment form three distinct perspectives: Teachers' Voices, which are authentic accounts of teachers' experiences; Frameworks, which are comprehensive discussions of theoretical issues; and Investigations, which are inquiry-based activities.
Longman Introductory Course for the TOFEL Test (Call no. L /1208/ 2001)
Deborah Phillips
Longman 2001
There is an improved writing section, Diagnostic Pre-Tests .All the skills you need, more exercises than any other book in the market. Best Preparation for the Paper and Computerized TOEFL.
Managing the Assessment Process (A paper) (Call no. T /2019/ 1998)
TESOL 1998
The purpose of this paper is to explain the roles of standards-based assessment in various contexts involving these students who are learning English as an additional language.
New Decade of Language Testing Research, A (selected papers) (Call no. T /2021/ 1993)
Dan Douglas and Carol Chapelle, (Ed.)
TESOL 1993
The 14 papers in this volume simultaneously exemplify theoretically significant research directions in language testing and report on practical issues. Research directions include gaining multiple types of evidence for interpreting test scores and developing new tests that reflect current conceptions of communicative language ability.
New Ways of Classroom Assessment (Call no. T /2037/ 1998)
J. D. Brown, (Ed.)
TESOL 1998
Teachers confronted with large-scale standardization testing practices now have access to classroom assessment activities their colleagues around the world use on an everyday basis. This volume offers activities that provide a way of observing or scoring students’ performances and giving feedback that enlightens students and teachers about the effectiveness of the learning and teaching involved.
Review of English Language Proficiency Tests (Call no. T /2042/ 1987)
J. Charles Anderson, Karl J. Krahnke & Charles W. Stansfield
TESOL 1987
The work provides descriptive and evaluative information on the major English as a second language and English as a foreign language (ESL/ EFL) tests in current use throughout the world.
Studies in Language Testing (Call no. C /0327/ 1999)
James E. Purpura
Cambridge University Press 1999
This book investigates the relationship between learner strategy use and performance on second language tests. It does so by examining the construct validity of two questionnaires designed within a model of information processing that measures test takers’ self-reported cognitive and metacognitive strategy use.
Power and Portfolios: Best Practices for High School Classrooms (HE/0803/2002)
Jim Mahoney
Heinemann 2002
Jim Mahoney, a veteran high school English teacher, provides us with a look inside his classroom. He successfully used both the writing and reading workshop approaches in his classroom (teaching junior and senior high school students) and gives us specific examples of how he developed his program. Mahoney skillfully weaves stories from his own classroom into his explanations and shares with us some exceptional writing done by students. He describes how the portfolios become more than a grade to the students, many of whom are willing to stay after school on the LAST day to perfect their portfolios, even though grades have been given and report cards issued. Portfolios are a way to give students ownership of their work and to involve them in assessing their own writing. These creations become more than just projects to both Mahoney's students and their families. They become a way to explore their lives and communicate with others in a powerful and moving way.
Testing for Language Teachers (Call no. C/0338/2003)
Arthur Hughes
Cambridge University Press 2003
Tens of thousands of language teachers have used the first edition of Testing for Language Teachers. This second edition of the best selling book on language testing remains the most practical guide for teachers who want to have a better understanding of the role of testing in language teaching. It has a new chapter on testing young learners and expanded chapters on common test techniques and testing overall ability. There is also an additional appendix on item banking and a revised appendix on statistical analysis of test data. The principles and practice of testing are still presented in a logical, accessible way and guidance is given for the reader to devise their own tests. The second edition of Testing for Language Teachers analyses what makes a good test; considers the different purposes of testing; discusses how testing can encourage good teaching and learning; describes common test techniques and administration. No other text covers language testing as comprehensively and as accessible as this one. If you have to test your students you will want to own this book.
Assessment Practices (Call no. T /2048/ 2003)
Christine A. Coombe and Nancy J. Hubley (Eds.)
TESOL 2003
In this volume, writers from all over the world showcase innovative approaches to assessment so that English teachers can benefit from the experience of others. Divided into 5 parts, the 13 cases are organized by the stage of assessment within a program. They range from the admissions and placement testing to whole-program evaluation. Multiple-measures assessment, assessment in context, and the cyclical nature of assessment are the thematic threads through most of the case studies.
Fundamentals of Language Assessment: A Practical Guide for Teachers in the Gulf (Call no. TA/2003/2005)
Dwight Lloyd, Peter Davidson and Christine Coombe, (Ed.)
TESOL Arabia 2005
This book is designed to provide language teachers with practical knowledge of the key issues, concepts and procedures related to developing tests that accurately measure students’ language and language skills in a consistent and fair manner. This volume focuses specifically on the following five areas: Key Issues in Language Testing, Assessing Receptive Skills (Listening and Reading), Assessing Productive Skills (Speaking and Writing), Assessing Language (Grammar and Vocabulary), The Future of Language Testing.