TY - BOOK AU - Fischer,Johann AU - Chouissa,Catherine AU - Dugovičová,Stefania AU - Virkkunen-Fullenwider,Anu TI - Guidelines for Task-Based University Language Testing SN - 9789287171658 (pbk) PY - 2011/// CY - Strasbourg PB - Council of Europe Publishing, European Centre for Modern Languages KW - Cadre européen commun de référence en langue KW - Common European Framework of Reference for Languages KW - Langues vivantes KW - Étude et enseignement KW - Europe KW - Modern languages KW - Study and teaching KW - Language testing KW - Assessment (Higher education) N1 - 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 N2 - « 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 UR - https://book.coe.int/eur/en/language-learning-ecml-graz/6308-guidelines-for-task-based-university-language-testing.html UR - https://www.ecml.at/tabid/277/PublicationID/68/Default.aspx ER -