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The Handbook of Language Assessment Across Modalities最新文献

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New Technologies in Second Language Spoken Assessment 第二语言口语评估新技术
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0035
Phuong Nguyen, V. Hegelheimer
{"title":"New Technologies in Second Language Spoken Assessment","authors":"Phuong Nguyen, V. Hegelheimer","doi":"10.1093/oso/9780190885052.003.0035","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0035","url":null,"abstract":"In second language (L2) spoken assessment, one challenge has been to mimic real-life situations. New technologies may help improve test authenticity by placing language learners into authentic settings. This chapter provides an overview of the use and usefulness of new technologies in L2 spoken assessment and outlines inherent opportunities and challenges presented by these technologies. Specifically, it discusses commonly used technologies for test design, delivery, and scoring of examinees’ responses. It concludes with a visitation of Douglas’s warning that “language testing … driven by technology, rather than technology being employed in the services of language testing, is likely to lead us down a road best not traveled” in light of recent technological advances.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125623446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Discussion on Scoring Issues in Second Signed or Spoken Language Assessment 第二手语或口语评核的评分问题探讨
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0028
T. Haug, U. Knoch, W. Mann
{"title":"Discussion on Scoring Issues in Second Signed or Spoken Language Assessment","authors":"T. Haug, U. Knoch, W. Mann","doi":"10.1093/oso/9780190885052.003.0028","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0028","url":null,"abstract":"This chapter is a joint discussion of key items related to scoring issues related to signed and spoken language assessment that were discussed in Chapters 9.1 and 9.2. One aspect of signed language assessment that has the potential to stimulate new research in spoken second language (L2) assessment is the scoring of nonverbal speaker behaviors. This aspect is rarely represented in the scoring criteria of spoken assessments and in many cases not even available to raters during the scoring process. The authors argue, therefore, for a broadening of the construct of spoken language assessment to also include elements of nonverbal communication in the scoring descriptors. Additionally, the importance of rater training for signed language assessments, application of Rasch analysis to investigate possible reasons of disagreement between raters, and the need to conduct research on rasting scales are discussed.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115457408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing the Oral Language Skills of Bi-/Multilinguals 评估双语/多语者的口语能力
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0017
L. Bedore, E. Peña, Kathleen Durant, Stephanie McMillen
{"title":"Assessing the Oral Language Skills of Bi-/Multilinguals","authors":"L. Bedore, E. Peña, Kathleen Durant, Stephanie McMillen","doi":"10.1093/oso/9780190885052.003.0017","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0017","url":null,"abstract":"Bilingual/multilingual children who speak two (or more) languages demonstrate variability in their semantic and morphosyntactic knowledge of each of their languages. This impacts their performance on language assessment tasks that tap into knowledge of semantics and morphosyntax. As a result, children from bilingual/multilingual backgrounds tend to be misdiagnosed more often than their monolingual peers. In this chapter, the authors review how best practices in the development of assessments can be applied to bilingual/multilingual language learners. They provide examples of the development and use of language history questionnaires and of assessments of semantics and morphosyntax for bilingual/multilingual populations. The chapter focuses in large part on the development and use of these measures for the US Spanish-English speaking population because the approach has been used for a very large group of children and can inform the development of assessments in other language pairs.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114796655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Construct in Assessments of Spoken Language 口语评价中的建构
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0020
Susy Macqueen
{"title":"Construct in Assessments of Spoken Language","authors":"Susy Macqueen","doi":"10.1093/oso/9780190885052.003.0020","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0020","url":null,"abstract":"Language assessment constructs conjoin two complex, dynamic phenomena: collective patterns of language use and individual language ability. Assessment constructs emerge from “spheres of activity” across multiple, overlapping dimensions, denoted in this chapter as theoretical, operationalized, stated, and perceived constructs. While theoretical constructs are assumptions about what causes differences in scores, the operationalized construct is what actually emerges in the interaction between the assessee and the assessment infrastructure. Stated constructs are descriptions of what the assessment claims to assess, and perceived constructs are the ways these statements are interpreted. Interrogating the congruence of these dimensions has the potential to provide a holistic view of the development, experience, use, and impact of assessment constructs across diverse stakeholder worlds.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122253951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Discussion of Issues Related to Score Use and Interpretation of First Spoken and Signed Language Assessments 讨论与第一语言及手语评估的分数使用及解释有关的问题
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0007
Patrick Boudreault, B. Camilleri, Charlotte Enns
{"title":"Discussion of Issues Related to Score Use and Interpretation of First Spoken and Signed Language Assessments","authors":"Patrick Boudreault, B. Camilleri, Charlotte Enns","doi":"10.1093/oso/9780190885052.003.0007","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0007","url":null,"abstract":"A standardized assessment of spoken languages will collect data from native, monolingual speakers, thus establishing the range of receptive and/or expressive abilities of children across different ages. Similarly, normative data for standardized assessments of signed language are established by collecting data from native signing deaf children. Where the difference arises is the way in which the normative data relate to the target populations and the individuals within those populations who are being assessed. While standardized assessments of spoken language are normed on and predominantly intended for use with native speakers of that language, standardized assessments of signed language are intrinsically designed for use with a heterogenous group of children, of whom only a minority have the opportunity of learning signed language as their native language. In this chapter, key items related to score use and interpretation in first language (L1) assessment that were presented in Chapters 2.1 and 2.2 will be jointly discussed by the authors.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132655122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Language Assessment Literacy in Second Signed Language Assessment Contexts 第二手语语言评估语境下的语言评估素养
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0033
E. Boers-Visker, A. Hammer
{"title":"Language Assessment Literacy in Second Signed Language Assessment Contexts","authors":"E. Boers-Visker, A. Hammer","doi":"10.1093/oso/9780190885052.003.0033","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0033","url":null,"abstract":"There are growing numbers of students who enroll sign language programs. Most of them are hearing students whose first language is in the aural-oral modality. Learning signed language challenges them to communicate via the visual-manual modality; a process that is known to be demanding (Kemp, 1998). Therefore, in instruction it is essential to monitor this process by means of effective and efficient assessment (Miller et al., 2008). Rather remarkably, there are only a few tests developed to assess students’ proficiency in sign language. This implies that most instructors, who are involved in sign language teaching, have to develop tests and assessments themselves. Complicating factor, however, is that most instructors are not specifically trained on this topic, i.e. their knowledge and skills to evaluate or design language tests is limited. In this chapter, we will bring issues to view that are involved with the design of sign language assessments. Sign language proficiency can be broken down into two components: the visual receptive and manual expressive component. The assessment of these components will be discussed in the context of validity, reliability, authenticity, impact and practicality. We aim to provide a comprehensive matrix of issues in test design, with special focus on the pitfalls one may encounter in using or developing sign language tests for production as well as receptive skills. The matrix is a first attempt to provide a knowledge base on sign language assessment that might be helpful for instructors to become more literate on the subject matter.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115070700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Discussion of Issues Related to Assessing the Signed and Spoken Language Skills of Bi/Multilingual Children 双语/多语儿童手语和口语能力评估相关问题的讨论
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0019
L. Bedore, K. Crowe, E. Peña, Kathleen Durant, Stephanie McMillen
{"title":"Discussion of Issues Related to Assessing the Signed and Spoken Language Skills of Bi/Multilingual Children","authors":"L. Bedore, K. Crowe, E. Peña, Kathleen Durant, Stephanie McMillen","doi":"10.1093/oso/9780190885052.003.0019","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0019","url":null,"abstract":"This chapter is a joint discussion of key items related to the assessment of bi-/multilingual deaf and hearing learners with and without a developmental language disorder that were presented in Chapters 6.1 and 6.2. While there is a growing body of evidence describing best practice in the assessment of bilingual children who use spoken languages, there is scant evidence or recommendations available regarding the assessment of bilingual children who use signed languages. This discussion outlines how knowledge from the assessment of spoken languages can be used to inform practice in assessing signed languages for bilingual deaf and hard-of-hearing (D/HH) children.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116322951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing Signed Language Skills in Bi-/Multilingual, Deaf and Hard of Hearing Children 评估双/多语、聋哑和重听儿童的手语技能
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0018
K. Crowe
{"title":"Assessing Signed Language Skills in Bi-/Multilingual, Deaf and Hard of Hearing Children","authors":"K. Crowe","doi":"10.1093/oso/9780190885052.003.0018","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0018","url":null,"abstract":"Providing appropriate and evidence-based services for linguistically diverse, bilingual, and multimodal deaf and/or hard-of-hearing (D/HH) children is an important aspect of education and intervention programs. The increasing linguistic diversity of D/HH children creates challenges for professionals who need to understand and document these children’s linguistic systems through appropriate and informative assessment of children’s speech, and spoken language, and/or sign language skills. However, assessment can prove challenging, particularly when a child’s language environment contains more than one language in one or more modality. In this chapter, areas of assessment relevant to bilingual D/HH children are discussed to guide practitioners’ decisions on selecting and using appropriate assessment materials and approaches. Special focus is given to assessment considerations that can inform practice when assessment resources for a particular language are not available.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128887627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developmental Language Disorder and the Assessment of Signed Language 发展性语言障碍与手语评估
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0015
D. Quinto-Pozos
{"title":"Developmental Language Disorder and the Assessment of Signed Language","authors":"D. Quinto-Pozos","doi":"10.1093/oso/9780190885052.003.0015","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0015","url":null,"abstract":"In recent years, deaf and/or hard of hearing (D/HH) children with atypical signed language abilities have become the focus of attention by researchers and educators, especially clinicians in programs that focus on bilingual (signed-written/spoken) education. Studies have shown that Deaf children with a language disorder present with a myriad of linguistic challenges, including struggles with fingerspelling comprehension, complex morphology, or lexical processing. This chapter highlights methods commonly used in assessing children suspected of having a developmental signed language disorder. In addition, it outlines issues that are critical for working with D/HH children, such as considering the possible role of co-occurring disabilities (such as attention deficits and autism) and obtaining information and support from parents and educators/clinicians. Finally, the chapter outlines suggestions for researchers and clinicians working together to identify and provide intervention for children suspected of having a developmental signed language disorder.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120907627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Discussion on Issues Related to the Use of Dynamic Assessment of Learners of a Spoken or Signed Language 口语或手语学习者动态评估的相关问题探讨
The Handbook of Language Assessment Across Modalities Pub Date : 2021-12-23 DOI: 10.1093/oso/9780190885052.003.0010
W. Mann, J. Hoskin, Natalie Hasson, H. Dumbrill
{"title":"Discussion on Issues Related to the Use of Dynamic Assessment of Learners of a Spoken or Signed Language","authors":"W. Mann, J. Hoskin, Natalie Hasson, H. Dumbrill","doi":"10.1093/oso/9780190885052.003.0010","DOIUrl":"https://doi.org/10.1093/oso/9780190885052.003.0010","url":null,"abstract":"This chapter is a joint discussion of key items related to the use of dynamic assessment (DA) in spoken and signed language assessment contexts that were discussed in Chapters 3.1 and 3.2. One aspect of spoken language assessment with great potential to inform new research in signed language is the number and detail of available approaches that test different parts of the language system. Whereas DA with signing children has been used exclusively for assessing vocabulary, approaches in spoken languages have also targeted morphology, phonology, sentence structure, and narrative discourse. In comparison, an area where the available research from signed language could help inform the use of DA for spoken language is the involvement of children and families in co-producing goals to guide assessment and intervention. The authors also raise a couple of aspects that are of equal relevance for both fields and which provide opportunities for increased interdisciplinary collaboration.","PeriodicalId":150857,"journal":{"name":"The Handbook of Language Assessment Across Modalities","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125292483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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