| 000 -LEADER |
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| fixed length control field |
08084cam a2200445 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
003615830 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20241115194332.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
090923s2010 nyua 000 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2009039195 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780138149314 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0138149313 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)436027624 |
| Canceled/invalid control number |
(OCoLC)528432302 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Transcribing agency |
JCRC |
| Modifying agency |
YDX |
| -- |
BTCTA |
| -- |
UKM |
| -- |
CDX |
| -- |
SINIE |
| -- |
YDXCP |
| -- |
IXA |
| -- |
LGG |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Brown, H. Douglas, |
| Dates associated with a name |
1941- |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Language Assessment : |
| Remainder of title |
Principles and Classroom Practices / |
| Statement of responsibility, etc. |
H. Douglas Brown ; Priyanvada Abeywickrama. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
White Plains, NY : |
| Name of publisher, distributor, etc. |
Pearson Education, |
| Date of publication, distribution, etc. |
2010. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiv, 386 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 355-373) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 1: Assessment Concepts and Issues<br/> |
| Title |
Assessment and Testing -- Measurement and Evaluation -- Assessment and Learning -- Informal and Formal Assessment -- Norm-Referenced and Criterion-Referenced Tests -- Types and Purposes of Assessment -- Achievement Tests -- Diagnostic Tests -- Placement Tests -- Proficiency Tests -- Aptitude Tests -- Issues in Language Assessment -- Behavioural Influences on Language Testing -- Integrative Approaches -- Communicative Language Testing -- Performance-Based Assessment -- Current "Hot Topics" in Classroom-Based Assessment -- Multiple Intelligences -- Traditional and Alternative Assessment -- Computer-Based Testing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 2: Principles of Language Assessment<br/> |
| Title |
Practicality -- Reliability -- Validity -- Authenticity -- Washback |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 3: Designing Classroom Language Tests<br/> |
| Title |
Four Assessment Scenarios -- Reading Quiz -- Grammar Unit Test -- Midterm Essay -- Listening/Speaking Final Exam -- Determining the Purpose of a Test -- Designing Clear, Unambiguous Objectives -- Drawing Up Test Specifications -- Devising Test Items -- Designing Multiple-Choice Items -- Administering the Test Scoring, Grading, and Giving Feedback |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 4: Standards-Based Assessment<br/> |
| Title |
Role of Standards -- Standards-Based Education -- Designing English Language Standards -- CASAS and SCANS -- Test Bias -- Test-Driven Learning and Teaching -- Ethical Issues: Critical Language Testing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 5: Standardized Testing<br/> |
| Title |
Advantages and Disadvantages -- Developing a Standardized Test -- Determining the Purpose and Objectives for the Test -- Design Test Specifications -- Design, Select, and Arrange Test Tasks/Items -- Making Appropriate Evaluations of Different Kinds of Items -- Specifying Scoring Procedures and Reporting Formats -- Performing Ongoing Construct Validation Studies -- Standardized Language Proficiency Testing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 6: Beyond Tests: Alternatives in Assessment<br/> |
| Title |
The Dilemma of Maximizing Both Practicality and Washback -- Performance-Based Assessment -- Rubrics -- Portfolios -- Journals -- Conferences and Interviews -- Observations -- Self- and Peer-Assessments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 7: Assessing Listening<br/> |
| Title |
Integration of Skills in Language Assessment -- Assessing Grammar and Vocabulary -- Observing the Performance of the Four Skills -- The Importance of Listening -- Basic Types of Listening -- Micro- and Macroskills of Listening -- Designing Assessment Tasks: Intensive Listening -- Recognizing Phonological and Morphological Elements -- Paraphrase Recognition -- Responsive Listening -- Selective Listening -- Listening Cloze -- Information Transfer -- Sentence Repetition -- Extensive Listening -- Dictation -- Communicative Stimulus-Response Tasks -- Authentic Listening Tasks |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 8: Assessing Speaking<br/> |
| Title |
Basic Types of Speaking -- Imitative Speaking -- Versant -- Intensive Speaking -- Directed Response Tasks -- Read-Aloud Tasks -- Sentence/Dialogue Completion Tasks and Oral Questionnaires -- Picture-Cued Tasks -- Translation -- Responsive Speaking -- Question and Answer -- Giving Instructions and Directions -- Paraphrasing -- Test of Spoken English (TSE Test) -- Interactive Speaking -- Interview -- Role Play -- Discussions and Conversations -- Games -- ACTFL Oral Proficiency Interview (OPI) -- Extensive Speaking -- Oral Presentations -- Picture-Cued Storytelling -- Retelling a Story, News Event -- Translation (of Extended Prose) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 9: Assessing Reading<br/> |
| Title |
Genres of Reading -- Microskills, Macroskills, and Strategies for Reading -- Types of Reading -- Perceptive Reading -- Reading Aloud -- Written Response -- Multiple-Choice -- Picture-Cued Items -- Selective Reading -- Matching Tasks -- Editing Tasks -- Gap-Filling Tasks -- Interactive Reading -- Cloze Tasks -- Impromptu Reading Plus Comprehension Questions -- Short-Answer Tasks -- Scanning -- Ordering Tasks -- Information Transfer: Reading Charts, Maps, Graphs, Diagrams -- Extensive Reading -- Skimming Tasks -- Summarizing and Responding -- Notetaking and Outlining |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 10: Assessing Writing<br/> |
| Title |
Genres of Written Language -- Types of Writing Performance -- Imitative Writing -- (Hand)Writing Letters, Words, and Punctuation -- Spelling Tasks and Detecting Phoneme-Grapheme Correspondences -- Intensive (Controlled) Writing -- Dictation and Dicto-Comp -- Grammatical Transformation Tasks -- Vocabulary Assessment Tasks -- Short-Answer and Sentence-Completion Tasks -- Issues in Assessing Responsive and Extensive Writing -- Paragraph Construction Tasks -- Strategic Options -- Scoring Methods for Responsive and Extensive Writing -- Holistic Scoring -- Primary Trait Scoring -- Analytic Scoring -- Beyond Scoring: Responding to Extensive Writing -- Assessing Initial and Later Stages of the Process of Composing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 11: Assessing Grammar and Vocabulary<br/> |
| Title |
Defining Grammatical Knowledge -- Discrimination Tasks -- Noticing Tasks or Consciousness-Raising Tasks -- Limited Production -- Gap-Filling Tasks -- Short-Answer Tasks -- Dialogue-Completion Tasks -- Extended Production -- Information Gap Tasks -- Role-Play or Simulation Tasks -- Assessing Vocabulary -- The Nature of Vocabulary -- Defining Lexical Knowledge -- Receptive Vocabulary -- Productive Vocabulary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 12: Grading and Student Evaluation<br/> |
| Title |
Philosophy of Grading: What Should Grades Reflect? -- Guidelines for Selecting Grading Criteria -- Methods for Calculating Grades -- Teachers' Perceptions of Appropriate Grade Distributions -- Institutional Expectations and Constraints -- Cross-Cultural Factors and the Question of Difficulty -- What Do Letter Grades 'Mean'? -- Calculating Grades -- Alternatives to Letter Grading -- Some Principles and Guidelines for Grading and Evaluation |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Language Assessment, Second Edition, provides a clear, comprehensive survey of the essential principles of assessing second language learning, as well as the critical tools needed to evaluate student performance fairly and effectively. The second edition of this text has been revised to include current research, updated standardized tests, an expanded section on standards-based assessment, and a concise glossary of assessment terms. -- Features: Fundamental principles for evaluating and designing assessment procedures; Practical examples to illustrate principles and guidelines; Systematic treatment of assessment for all four language skills: listening, speaking, reading, and writing; Thorough explorations of standards-based testing, standardized testing, and alternative assessment; End-of-chapter exercises and further readings -- New Features: Chapter objectives that preview content and goals; A new chapter on form-focused assessment; An appendix of commercially available tests; A concise glossary of assessment terms." (Book Cover) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Examinations. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language acquisition. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Abeywickrama, Priyanvada |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991034215739705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991034215739705161</a> |
| Public note |
Check the uOttawa Library catalogue. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
