000			04093cam a2200601 i 4500
999			_c2616 _d2616
001			8566893
003			OSt
005			20190925142342.0
008			140707s2014 enk b 001 0 eng
010			_a 2014021019
020			_a9781107443945 (pbk)
035			_a(OCoLC)883207119 _z(OCoLC)884305446 _z(OCoLC)919119502
035			_a(OCoLC)ocn883207119
035			_a(CaBVaU)8566893
040			_aDLC _beng _cJCRC _dYDX _dBTCTA _dUKMGB _dYDXCP _dOCLCO _dNLGGC _dNhCcYME _dUtOrBLW
042			_apcc
050	0	0	_aPE1128.A2 _bW8 2014
082	0	0	_a428.0076 _223
100	1		_aWu, Rachel Yi-Fen
110			_aLanguage Training and Testing Center (LTTC), Taipei, _bThe Testing Editorial Department
245	1	0	_aValidating Second Language Reading Examinations / _cRachel Yi-fen Wu ; Michael Milanovic and Cyril J Weir (Series Editors).
260			_aNew York : _bCambridge University Press, _c2014.
300			_axvii, 168 p. : _bill. ; _c23 cm.
440			_aStudies in Language Testing
500			_aVol. 41 in the Studies in Language Testing series.
504			_aIncludes bibliographical references and index.
505			_a"Validating Second Language Reading Examinations describes the development of an empirical framework for test validation and comparison of reading tests at different proficiency levels through a critical evaluation of alignment with the Common European Framework of Reference (CEFR). It focuses on reading proficiency examinations, and explores procedures for linking tests to the CEFR, proposing both qualitative and quantitative methods that complement the procedures recommended by the Council of Europe.
505			_aKey features of the book include: _ta detailed review of the literature on the CEFR alignment, vertical scaling, tets specifications and test comparability _ta comprehensive and coherent approach to the validation of reading tests _tan accessible and systematic description of procedures for collecting validity evidence _ta case study comparing different testing system targeting the same CEFR level
505			_aThis volume will be a valuable resource for academic researchers and postgraduate students interested in using CEFR alignment procedures and methodology to demonstrate differentiation across different levels of a testing system, and equivalence between examinations that target a particular CEFR level. It will be of a particular relevance to exam boards who wish to validate their reading tests, and will also be a useful reference for teachers and curriculum designers who wish to reflect real-life reading activities when they prepare reading tasks for language learning." (Book Cover)
505			_aCONTENTS
505			_aAcknowledgements
505			_aSeries Editors' note
505			_aAbbreviations
505			_a1. Introduction
505			_a2. Defining levels of proficiency: A literature review
505			_a3. Methodology
505			_a4. Results and discussion 1: Vertical comparisons of GEPT reading tests at CEFR B1 and B2 levels
505			_a5. Results and discussion 2: Horizontal comparisons between the GEPT and Cambridge English reading tests at the same CEFR levels
505			_a6. Conclusions and implications
505			_aAppendices _tAppendix 1: Cognitive Processing Checklist _tAppendix 2: Contextual Parameter Proforma _tAppendix 3: Cognitive Processing Proforma
505			_aReferences
505			_aAuthor Index
505			_aSubject Index
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aEnglish language _xStudy and teaching _zForeign countries.
650		0	_aEnglish language _xAbility testing.
650		0	_aSecond language acquisition _xAbility testing.
650		0	_aLanguage and languages _xAbility testing.
700			_aMilanovic, Michael
700			_aWeir, Cyril J.
856			_uhttps://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/validating-second-language-reading-examinations/ _zPublisher's Website.
942			_2z _cBK