Glayol Ekbatani: Measurement and Evaluation in Post-Secondary ESL

Abstract

Unlike previous book publications in the area of language assessment and testing, Measurement and Evaluation in Post-Secondary ESL offers a practical and concise introduction to English as a second language assessment and testing. It does not include intricate theoretical themes nor complicated mathematical calculations, but rather it focuses on the core elements of the subject matter. This book enables both ESL professionals and advanced ESL learners to interpret second language testing theories appropriately and it allows a better understanding of what is being discussed through selected examples. There are seven chapters in the book and they cover essential concepts of second language assessment and testing, various testing techniques, test development procedures, effective and innovative methods of evaluating second language skills, and they also discuss assessors’ roles and responsibilities. This book has an appendix which provides selected examples from a few international high-stakes proficiency tests. Chapter 1 provides an overview of the principal concepts of language testing, such as the functions of language testing. It clearly describes key test types, such as placement, achievement, diagnostic tests as well as different approaches to language testing, including direct and indirect, communicative language testing, performance testing, and task-based testing. This chapter also contrasts the differences between criterion-referenced and norm-referenced testing. Besides using traditional testing approaches, the author highlights the role alternative language assessment plays by focusing on testing learners’ abilities of using the language for a specific purpose. For example, portfolio writing is used to test purposeful writing skills of the learner. When writing a learning portfolio, the learner plays a central role in recording and reflecting on their learning experience, strengths and weaknesses, seeking consultation from their teachers. Another form of alternative language assessment is self-assessment which is argued to encourage and support autonomous learning. Examples are given to demonstrate how such assessments are conducted. The author argues that traditional testing approaches should be used with non-traditional testing approaches to get a better idea of an individual’s language learning progress.