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OSt |
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20230812180212.0 |
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130819t20112011fr a###frb i000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9789287171658 (pbk) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Fischer, Johann |
| 245 10 - TITLE STATEMENT |
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| Title |
Guidelines for Task-Based University Language Testing / |
| Statement of responsibility, etc. |
Johann Fischer, Catherine Chouissa, Stefania Dugovičová, and Anu Virkkunen-Fullenwider; European Centre for Modern Languages. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Strasbourg : |
| Name of publisher, distributor, etc. |
Council of Europe Publishing ; |
| -- |
European Centre for Modern Languages, |
| Date of publication, distribution, etc. |
2011. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
123 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Valoriser les professionnels en langues |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Empowering language professionals |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Sprachlehrende in ihrer Rolle starken |
| 500 ## - GENERAL NOTE |
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| General note |
Publié également en français, sous le titre « Evaluer par les tâches les langues à fins spécifiques à l'université : un guide » (ISBN : 9789287171641). |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Bibliogr. p.51-57, p. 107-108. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part A: Guidelines |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
1. Aims and objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
2. The GULT context |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
3. Target audience |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
4. Why task-based LSP testing: the logical next step from task-based LSP teaching |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
5. Essential features of task-based assessment |
| Title |
5.1. The construct |
| -- |
5.2. Integrating the four skills |
| -- |
5.3. The structure of a task-based test or exam |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
The GULT structure |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 1: Introduction to the topic |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 2: Receptive skills |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 3: Case study work/case analysis |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 4: Productive skills |
| Title |
Step 4a: Writing |
| -- |
Step 4b: Speaking |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Timing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
6. The potential benefits and beneficiaries of task-based language assessment |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
7. Challenges and limitations |
| Title |
7.1. Psychometric concerns |
| -- |
7.2. Practical concerns |
| -- |
7.3. Other concerns |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
8. Evaluating test taker performance |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
9. Potential uses of task-based tests/exams: how to exploit task-based tests |
| Title |
9.1. Achievement tests: end-of-course exams |
| -- |
9.2. Proficiency and prochievement tests |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
10. How to develop a task-based test |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
11. Bibliography |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part B: Resource documents |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 1: About tests and assessment |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 2: Examples of the implementation of task-based testing in university proficiency testing systems: “Make it real” |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 3: Examples of task-based tests and exams |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 4: Examples of the implementation of task-based assessment in university language teaching |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 5: Assessment grids |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 6: Definition of “task” |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 7: Definition of “authenticity” |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 8: Steps in developing a task-based language test |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Resource document 9: Glossary |
| 520 3# - SUMMARY, ETC. |
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| Summary, etc. |
« 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) |
| 520 2# - SUMMARY, ETC. |
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| Summary, etc. |
TABLE OF CONTENTS:<br/><br/>Part A: Guidelines<br/>1. Aims and objectives<br/>2. The GULT context<br/>3. Target audience<br/>4. Why task-based LSP testing: the logical next step from task-based LSP teaching<br/>4.1. Task-based testing in various disciplines<br/>4.2. Task-based / action-based approach to language testing<br/>4.3. Task-based testing and the communicative approach<br/>4.4. Task-based approaches<br/>5. Essential features of task-based assessment<br/>5.1. The construct<br/>5.2. Integrating the four skills<br/>5.3. The structure of a task-based test or exam<br/>The GULT structure<br/>Step 1: Introduction to the topic<br/>Step 2: Receptive skills<br/>Step 3: Case study work/case analysis<br/>Step 4: Productive skills<br/>Step 4a: Writing<br/>Step 4b: Speaking<br/>Timing<br/>6. The potential benefits and beneficiaries of task-based language assessment<br/>7. Challenges and limitations<br/>7.1. Psychometric concerns<br/>7.2. Practical concerns<br/>7.3. Other concerns<br/>8. Evaluating test taker performance<br/>9. Potential uses of task-based tests/exams: how to exploit task-based tests<br/>9.1. Achievement tests: end-of-course exams<br/>9.2. Proficiency and prochievement tests<br/>10. How to develop a task-based test<br/>10.1. Test design<br/>10.1.1. The problem<br/>10.1.2. Authenticity of the task<br/>10.1.3. The dossier<br/>10.1.4. The situation<br/>10.1.5. The task<br/>10.1.6. The build-up tasks for the individual skills <br/>10.2. Next steps in test development: trying out<br/>11. Bibliography<br/><br/>Part B: Resource documents<br/>Resource document 1: About tests and assessment<br/>Resource document 2: Examples of the implementation of task-based testing in university proficiency testing systems: “Make it real”<br/>Resource document 3: Examples of task-based tests and exams<br/>Resource document 4: Examples of the implementation of task-based assessment in university language teaching<br/>Resource document 5: Assessment grids<br/>Resource document 6: Definition of “task”<br/>Resource document 7: Definition of “authenticity” <br/>Resource document 8: Steps in developing a task-based language test <br/>Resource document 9: Glossary |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Cadre européen commun de référence en langue. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Common European Framework of Reference for Languages. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Langues vivantes |
| General subdivision |
Étude et enseignement |
| Geographic subdivision |
Europe. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Modern languages |
| General subdivision |
Study and teaching |
| Geographic subdivision |
Europe. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Language testing. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Assessment (Higher education). |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Chouissa, Catherine |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Dugovičová, Stefania |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Virkkunen-Fullenwider, Anu |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://book.coe.int/eur/en/language-learning-ecml-graz/6308-guidelines-for-task-based-university-language-testing.html">https://book.coe.int/eur/en/language-learning-ecml-graz/6308-guidelines-for-task-based-university-language-testing.html</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://www.ecml.at/tabid/277/PublicationID/68/Default.aspx">https://www.ecml.at/tabid/277/PublicationID/68/Default.aspx</a> |
| Public note |
ECML Publications. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Livres |
| Source of classification or shelving scheme |
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