Language assessment : (Record no. 19871)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03160cam a22002298a 4500 |
| 001 - CONTROL NUMBER | |
| control field | vtls000000069 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | VRT |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250102224536.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 080907s2003 nyu |b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0130988340 |
| 039 #9 - LEVEL OF BIBLIOGRAPHIC CONTROL AND CODING DETAIL [OBSOLETE] | |
| Level of rules in bibliographic description | 201402040045 |
| Level of effort used to assign nonsubject heading access points | VLOAD |
| Level of effort used to assign subject headings | 201105251213 |
| Level of effort used to assign classification | malmash |
| Level of effort used to assign subject headings | 200809071235 |
| Level of effort used to assign classification | staff |
| Level of effort used to assign subject headings | 200809071218 |
| Level of effort used to assign classification | staff |
| -- | 200809071216 |
| -- | staff |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | P53.4 |
| Item number | .B76 2003 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Brown, H. Douglas, |
| 9 (RLIN) | 43411 |
| 245 10 - TITLE STATEMENT | |
| Title | Language assessment : |
| Remainder of title | principles and classroom practices / |
| Statement of responsibility, etc. | H. Douglas Brown. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | New York : |
| Name of publisher, distributor, etc. | Longman, |
| Date of publication, distribution, etc. | 2003. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Preface 1 Testing, Assessing, and Teaching What Is a Test? Assessment and Teaching Informal and Formal Assessment Formative and Summative Assessment Norm-Referenced and Criterion-Referenced Test Approaches to Language Testing: A Brief History Discrete-point and Integrative Testing Communicative Language Testing Performance-Based Assessment Current Issues in Classroom Testing New Views on Intelligence Traditional and Alternative Assessment Computer-Based Testing Exercises For Your Further Reading 2 Principles of Language Assessment Practicality Reliability Student-Related Reliability Rater Reliability Test Administration Reliability Test Reliability Validity Content-Related Evidence Criterion-Related Evidence Construct-Related Evidence Consequential Validity Face Validity Authenticity Washback Applying Principles to the Evaluation of Classroom Tests 1. Are the test procedures practical? 2. Is the test reliable? 3. Does the procedure demonstrate content validity? 4. Is the procedure face valid and biased for best? 5. Are the test tasks as authentic as possible? 6. Does the test offer beneficial washback to the learner? Exercises For Your Further Reading 3 Designing Classroom Language Tests Test Types Language Aptitude Tests Proficiency Tests Placement Test Diagnostic Tests Achievement Tests Some Practical Steps to Test Construction Assessing Clear, Unambiguous Objectives Drawing Up Test Specifications Devising Test Tasks Designing Multiple-Choice Test Items 1. Design each item to measure a specific objective 2. State Both stem and options as simply and directly as possible 3. Make certain that the intended answer is clearly the only correct one 4. Use item indices to accept, discard, or revise items Scoring, Grading, and Giving Feedback Scoring Grading Giving Feedback Exercises For Your Further Reading 4 Standardized Testing What Is Standardization? Advantages and Disadvantages of Stand |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Features: *Solid foundation in the basics of validity and reliability, as well as all of the different forms of assessment *Concise, comprehensive treatment of all four skills includes classification of assessment techniques. *Thorough examination of standards-based assessment and standardized testing. * Practical examples illustrate principles. *End-of-chapter exercises and suggested additional readings provide opportunities for further exploration. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language and languages |
| General subdivision | Ability testing. |
| 9 (RLIN) | 852 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language and languages |
| General subdivision | Examinations. |
| 9 (RLIN) | 24807 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Suppress in OPAC | No |
| Koha item type | Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total checkouts | Full call number | Barcode | Date last seen | Copy number | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Library | Library | First Floor | 21/12/2024 | P53.4 .B76 2003 | 12108 | 21/12/2024 | 1 | 21/12/2024 | Books | |||||
| Library of Congress Classification | Library | Library | First Floor | 21/12/2024 | P53.4 .B76 2003 | 12107 | 21/12/2024 | 2 | 21/12/2024 | Books |