Fischer, Johann
Guidelines for Task-Based University Language Testing / Johann Fischer, Catherine Chouissa, Stefania Dugovičová, and Anu Virkkunen-Fullenwider; European Centre for Modern Languages. - 1st ed. - Strasbourg : Council of Europe Publishing ; European Centre for Modern Languages, 2011. - 123 p. : ill. ; 24 cm. - Valoriser les professionnels en langues Empowering language professionals Sprachlehrende in ihrer Rolle starken .
Publié également en français, sous le titre « Evaluer par les tâches les langues à fins spécifiques à l'université : un guide » (ISBN : 9789287171641).
Bibliogr. p.51-57, p. 107-108.
Part A: Guidelines 1. Aims and objectives 2. The GULT context 3. Target audience 4. Why task-based LSP testing: the logical next step from task-based LSP teaching 4.1. Task-based testing in various disciplines 4.2. Task-based / action-based approach to language testing 4.3. Task-based testing and the communicative approach 4.4. Task-based approaches 5. Essential features of task-based assessment 5.1. The construct 5.2. Integrating the four skills 5.3. The structure of a task-based test or exam The GULT structure Step 1: Introduction to the topic Step 2: Receptive skills Step 3: Case study work/case analysis Step 4: Productive skills Step 4a: Writing Step 4b: Speaking Timing 6. The potential benefits and beneficiaries of task-based language assessment 7. Challenges and limitations 7.1. Psychometric concerns 7.2. Practical concerns 7.3. Other concerns 8. Evaluating test taker performance 9. Potential uses of task-based tests/exams: how to exploit task-based tests 9.1. Achievement tests: end-of-course exams 9.2. Proficiency and prochievement tests 10. How to develop a task-based test 10.1. Test design 10.1.1. The problem 10.1.2. Authenticity of the task 10.1.3. The dossier 10.1.4. The situation 10.1.5. The task 10.1.6. The build-up tasks for the individual skills 10.2. Next steps in test development: trying out 11. Bibliography Part B: Resource documents Resource document 1: About tests and assessment Resource document 2: Examples of the implementation of task-based testing in university proficiency testing systems: “Make it real” Resource document 3: Examples of task-based tests and exams Resource document 4: Examples of the implementation of task-based assessment in university language teaching Resource document 5: Assessment grids Resource document 6: Definition of “task” Resource document 7: Definition of “authenticity” Resource document 8: Steps in developing a task-based language test Resource document 9: Glossary
« This publication is targeted at: decision-makers in university language teaching and testing (e.g. heads of university language centres or language departments); teachers and testers of languages for specific purposes in higher education; language teacher educators; other stakeholders in university-level language instruction and assessment. Guidelines for task-based university language testing is a practical manual for those language teachers and testers who are looking for a valid tool to measure their students’ language skills in a meaningful way. It shows how to link the language skills taught with those needed in studies and later in working life. It helps language instructors, who already conduct task-based language courses, to design corresponding tests and to evaluate their students’ language performance. The publication also highlights the benefits of task-based language testing for all the stakeholders. For further information and materials relating to this publication, visit the website: http://gult.ecml.at. » (Publisher's Website) TABLE OF CONTENTS:
Part A: Guidelines
1. Aims and objectives
2. The GULT context
3. Target audience
4. Why task-based LSP testing: the logical next step from task-based LSP teaching
4.1. Task-based testing in various disciplines
4.2. Task-based / action-based approach to language testing
4.3. Task-based testing and the communicative approach
4.4. Task-based approaches
5. Essential features of task-based assessment
5.1. The construct
5.2. Integrating the four skills
5.3. The structure of a task-based test or exam
The GULT structure
Step 1: Introduction to the topic
Step 2: Receptive skills
Step 3: Case study work/case analysis
Step 4: Productive skills
Step 4a: Writing
Step 4b: Speaking
Timing
6. The potential benefits and beneficiaries of task-based language assessment
7. Challenges and limitations
7.1. Psychometric concerns
7.2. Practical concerns
7.3. Other concerns
8. Evaluating test taker performance
9. Potential uses of task-based tests/exams: how to exploit task-based tests
9.1. Achievement tests: end-of-course exams
9.2. Proficiency and prochievement tests
10. How to develop a task-based test
10.1. Test design
10.1.1. The problem
10.1.2. Authenticity of the task
10.1.3. The dossier
10.1.4. The situation
10.1.5. The task
10.1.6. The build-up tasks for the individual skills
10.2. Next steps in test development: trying out
11. Bibliography
Part B: Resource documents
Resource document 1: About tests and assessment
Resource document 2: Examples of the implementation of task-based testing in university proficiency testing systems: “Make it real”
Resource document 3: Examples of task-based tests and exams
Resource document 4: Examples of the implementation of task-based assessment in university language teaching
Resource document 5: Assessment grids
Resource document 6: Definition of “task”
Resource document 7: Definition of “authenticity”
Resource document 8: Steps in developing a task-based language test
Resource document 9: Glossary
9789287171658 (pbk)
Cadre européen commun de référence en langue.
Common European Framework of Reference for Languages.
Langues vivantes--Étude et enseignement--Europe.
Modern languages--Study and teaching--Europe.
Language testing.
Assessment (Higher education).
Guidelines for Task-Based University Language Testing / Johann Fischer, Catherine Chouissa, Stefania Dugovičová, and Anu Virkkunen-Fullenwider; European Centre for Modern Languages. - 1st ed. - Strasbourg : Council of Europe Publishing ; European Centre for Modern Languages, 2011. - 123 p. : ill. ; 24 cm. - Valoriser les professionnels en langues Empowering language professionals Sprachlehrende in ihrer Rolle starken .
Publié également en français, sous le titre « Evaluer par les tâches les langues à fins spécifiques à l'université : un guide » (ISBN : 9789287171641).
Bibliogr. p.51-57, p. 107-108.
Part A: Guidelines 1. Aims and objectives 2. The GULT context 3. Target audience 4. Why task-based LSP testing: the logical next step from task-based LSP teaching 4.1. Task-based testing in various disciplines 4.2. Task-based / action-based approach to language testing 4.3. Task-based testing and the communicative approach 4.4. Task-based approaches 5. Essential features of task-based assessment 5.1. The construct 5.2. Integrating the four skills 5.3. The structure of a task-based test or exam The GULT structure Step 1: Introduction to the topic Step 2: Receptive skills Step 3: Case study work/case analysis Step 4: Productive skills Step 4a: Writing Step 4b: Speaking Timing 6. The potential benefits and beneficiaries of task-based language assessment 7. Challenges and limitations 7.1. Psychometric concerns 7.2. Practical concerns 7.3. Other concerns 8. Evaluating test taker performance 9. Potential uses of task-based tests/exams: how to exploit task-based tests 9.1. Achievement tests: end-of-course exams 9.2. Proficiency and prochievement tests 10. How to develop a task-based test 10.1. Test design 10.1.1. The problem 10.1.2. Authenticity of the task 10.1.3. The dossier 10.1.4. The situation 10.1.5. The task 10.1.6. The build-up tasks for the individual skills 10.2. Next steps in test development: trying out 11. Bibliography Part B: Resource documents Resource document 1: About tests and assessment Resource document 2: Examples of the implementation of task-based testing in university proficiency testing systems: “Make it real” Resource document 3: Examples of task-based tests and exams Resource document 4: Examples of the implementation of task-based assessment in university language teaching Resource document 5: Assessment grids Resource document 6: Definition of “task” Resource document 7: Definition of “authenticity” Resource document 8: Steps in developing a task-based language test Resource document 9: Glossary
« This publication is targeted at: decision-makers in university language teaching and testing (e.g. heads of university language centres or language departments); teachers and testers of languages for specific purposes in higher education; language teacher educators; other stakeholders in university-level language instruction and assessment. Guidelines for task-based university language testing is a practical manual for those language teachers and testers who are looking for a valid tool to measure their students’ language skills in a meaningful way. It shows how to link the language skills taught with those needed in studies and later in working life. It helps language instructors, who already conduct task-based language courses, to design corresponding tests and to evaluate their students’ language performance. The publication also highlights the benefits of task-based language testing for all the stakeholders. For further information and materials relating to this publication, visit the website: http://gult.ecml.at. » (Publisher's Website) TABLE OF CONTENTS:
Part A: Guidelines
1. Aims and objectives
2. The GULT context
3. Target audience
4. Why task-based LSP testing: the logical next step from task-based LSP teaching
4.1. Task-based testing in various disciplines
4.2. Task-based / action-based approach to language testing
4.3. Task-based testing and the communicative approach
4.4. Task-based approaches
5. Essential features of task-based assessment
5.1. The construct
5.2. Integrating the four skills
5.3. The structure of a task-based test or exam
The GULT structure
Step 1: Introduction to the topic
Step 2: Receptive skills
Step 3: Case study work/case analysis
Step 4: Productive skills
Step 4a: Writing
Step 4b: Speaking
Timing
6. The potential benefits and beneficiaries of task-based language assessment
7. Challenges and limitations
7.1. Psychometric concerns
7.2. Practical concerns
7.3. Other concerns
8. Evaluating test taker performance
9. Potential uses of task-based tests/exams: how to exploit task-based tests
9.1. Achievement tests: end-of-course exams
9.2. Proficiency and prochievement tests
10. How to develop a task-based test
10.1. Test design
10.1.1. The problem
10.1.2. Authenticity of the task
10.1.3. The dossier
10.1.4. The situation
10.1.5. The task
10.1.6. The build-up tasks for the individual skills
10.2. Next steps in test development: trying out
11. Bibliography
Part B: Resource documents
Resource document 1: About tests and assessment
Resource document 2: Examples of the implementation of task-based testing in university proficiency testing systems: “Make it real”
Resource document 3: Examples of task-based tests and exams
Resource document 4: Examples of the implementation of task-based assessment in university language teaching
Resource document 5: Assessment grids
Resource document 6: Definition of “task”
Resource document 7: Definition of “authenticity”
Resource document 8: Steps in developing a task-based language test
Resource document 9: Glossary
9789287171658 (pbk)
Cadre européen commun de référence en langue.
Common European Framework of Reference for Languages.
Langues vivantes--Étude et enseignement--Europe.
Modern languages--Study and teaching--Europe.
Language testing.
Assessment (Higher education).