annotated bibliographies of language testing books
TRANSCRIPT
Bachman, L.F. (1990). Fundamental Considerations in Language Testing. Oxford, NY: Oxford University
Lyle F. Bachman has been fond of medieval literary studies ever
since, but his greater love for language acquisition has paved his way
towards the field of language testing. Bachman, a renowned expert in the
field of language testing, has come up with an idea to produce a book
which will essentially help amateurs and professionals alike in their
researches on the nature, principles, and methods of language testing.
Fundamental Considerations in Language Testing was written to
provide teachers, linguists, and language test researchers with a book which looks on internal
(uses, and characteristics, such as validity and reliability, of language tests) and external
(prevalence of communicative language teaching and of different testing methods) factors which
affects the nature and rationale of language testing. To further help those interested in the field
of language testing, two (2) objectives have been formulated by Bachman in creating this book.
First, the book aims to provide a conceptual foundation for answering practical questions
regarding the development and use of language tests. Another aim of the book is to explore
some of the problems raised by what is perhaps a unique characteristic of language tests and a
dilemma for language testers – that language is both instrument and the object of measurement
– and to begin developing a conceptual framework to at least deal with a better understanding
of the factors that affect performance on language tests. Throughout the eight (8) chapters of
the book, Bachman provided an intensive study of 8 relevant matters in language testing, from
uses of language tests up to the persistent problems faced by language test makers and takers.
It also gives a general idea of the future directions to be traversed by language tests. Each topic
for each chapter was meticulously chosen by the author and was scrupulously discussed to
provide the readers with sufficient knowledge before they undertake into the field of language
testing research, and of course, language test production.
One notable component of this book is the last chapter which talks about the problems
and challenges faced by language testing, and the latest trends it has to cope with. The
discussion of authentic language tests, or language tests which will capture the use of the
communicative method of teaching in testing has been a great addition to introduce the use of
real-life scenarios in the field of testing. Through this chapter, the reader was given a glimpse of
what to expect when they enter the field, the issues of being eclectic with methods to be used in
language testing and the problems posed by using real-life language use in assessing one’s
competence and proficiency.
Hughes, A. (2003). Testing for Language Teachers (2nd ed.). New York, NY: Cambridge University
Arthur Hughes, through the second edition of Testing for Language
Teachers, has provided teachers with an easy-to-use handbook on creating
an effective language test. Generally, the book has done four (4) things: 1)
analyses what makes a good test, 2) considers the different purposes of
test, 3) discusses how testing can encourage good teaching and learning,
and 4) describes common test techniques and administration. An evidence
of this is the sixteen (16) chapters prepared by the author. The book
discusses both general concerns on testing (testing as problem solving, relevance of testing to
teaching, etc.) and more specific matters on language assessment (testing the four macro-skills
of language, test administration, etc.). The book is designed to give its readers first with an
overview of what, why, and how language testing works, afterwards, bring its readers to the
actual production and administration of language test. The author makes sure that all pertinent
information on language testing be discussed in the book. He talks about different approaches
used in creating a test without giving hints that he prefers one method more than the other. In
each chapter, a balanced discussion of the boons and banes of each approach takes place,
thus, letting the readers decide on his/her own. Modifications have been put in this book’s
edition as to cope with the latest developments and trends in language testing. From its first
publication (1989), topics such as assessing the language abilities of young learners has been
added to cater existing and prevailing matters which are relevant for the field of language
testing. Also, it is very observable the use of language which is appropriate for newcomers in
the field of language testing. The readers will never be overwhelm with new terms since the
author has provided an easy way of explaining it – through the use of up-to-date examples.
Examples for each testing techniques have been increased and improved for readers to
understand better the concepts and techniques being discussed. For further reading, the author
provides bibliographies containing relevant books and significant articles in the field of language
testing.
One thing which differs this book from the others is the inclusion of a chapter which
tackles the actual administration of a test in its pages. Hughes presents a 3-page article which
discusses the 29 specific guidelines and tips for preparing and administering a language
examination – a concise, yet comprehensive discussion on how to conduct a language test –
which is intended for every language teacher.
Fulcher, G. (2010). Practical Language Testing. London: Hodder Education
It is easy to create a language test, however, what’s difficult is to
make an effective and a practical one. Glenn Fulcher, an expert on
language testing research, provides the field of language testing with a
book which highlights the creation of a “practical,” or an appropriate
context-based language test to fully assess the language ability of each
learner.
Practical Language Testing is divided into three (3) general topics –
the first three chapters survey the language testing landscape in which one can have as a basis
in creating a test, the fourth chapter presents the material that one can use in constructing a
language test, and the remaining chapters takes the reader through the process of building and
implementing a language test. Throughout the whole book, the author assures that readers will
be grasping the different knowledge needed to create an effective language test and the skills
that one can enhance to develop a practical language test. The book highlights the notion that it
is through knowing the underlying principles and the continuous history of the field language
testing that one can create a good language test. The author does not deny the fact that
language tests are social activities which greatly affect, either enrich or destroy, an individual’s
ambitions, hopes, and generally, his life. With all of these in mind, a book which talks about the
different aspects of language tests has been produced. In this book, the author makes sure that
a balanced discussion of standardized tests and classroom language assessments is provided
to its readers. However, through the author’s discretion and judgments, the book does not
involve all concepts related to language testing. The author has written on things that applied
linguists and language teachers ought to know about testing. Fulcher has indicated in the book’s
preface that it is impossible for an author, though it is tempting, to contain a little of everything
about language testing in a single book. This book, though considered to be an introductory
text, only discusses what it deems as relevant for the amateur members of the field of language
testing.
One interesting feature of the book are the examples of real assessment items and
examination materials provided by the author. The author does not restrain the book with just
good examples of a language test. The book also offers its readers with examples which one
must critique and improve. Also, individual and group activities were provided at the end of each
chapter, giving the readers a faculty wherein his/her skills on creating and implementing a
language test be honed.
Cheng, L. & Watanabe, Y. (2004). Washback in Language Testing: Research, contexts, and methods. Mahwah, NJ: Lawrence Erlbaum Associates.
Language test is an important instrument to assess both student’s
learning and teacher’s effectivity in teaching. This characteristic of a
language test is called “washback.” A term commonly used in applied
linguistics, “washback” refers to the influence of testing on language
learning and teaching. Liying Cheng (assistant professor at the Faculty of
Education, Queen’s University) and Yoshinori Watanabe (associate
professor of the Faculty of Education and Human Studies at Akita
University) have come up with a book which highlights current researches on washback and the
educational setting.
Washback in Language Testing collates eleven (11) articles about washback from
thirteen (13) professional researchers and professors. Each article, having been written by
various experts from the field of language testing, discusses washback in relation to different
educational contexts and settings. From its effect on standardized examinations and classroom-
based assessments up to the teacher factors mediating washback itself, all of these are
thoroughly tackled to introduce to linguists and to language teachers the concept of washback.
The book is divided into two (2) parts: 1) the concepts and methodology of washback, and 2)
the studies on washback from different parts of the world. The former discusses the what’s and
how’s with regard washback, from the underlying principles and beliefs behind the concept of
washback up to the methodologies concerned in conducting a research study on the effectivity
of the aforementioned concept. The latter, on the other hand, looks at the effects of washback
on various educational settings (adult migrant english program, classroom-based assessments,
standardized tests, etc.) from different parts of the world (USA, New Zealand, Japan, etc.). The
general purpose of the book is to to update teachers, researchers, policymakers/administrators,
and others on what is involved in this complex issue of testing and its effects, and how such a
phenomenon benefits teaching and learning. The book also aims to provide researchers with
models of research studies on which future studies can be based.
This book is written intentionally for language teachers who are interested in the
application of findings to actual teaching and learning situations, testing researchers who wish
to keep abreast of new issues in this area, and future experts who wish to conduct washback
research in their own contexts, policy and decision makers in educational and testing
organizations, and comparative education audiences.
Alderson, J.C., Clapham, C., & Wall, D. (1995). Language Test Construction and Evaluation. New York, NY: Cambridge University.
J. Charles Alderson, Caroline Clapham, and Dianne Wall, through
their extensive researches and a great help from their collaboration among
members of the Lancaster Language Testing Research Group come up with
a book, which will aid anyone interested in the field of language testing, titled
Language Test Construction and Evaluation. However, it is specifically
written for teachers of language, may it be any foreign language or one’s
native tongue, though it extracts examples from Test of English as a Foreign
Language (TOEFL). This book describes the process of test construction, from drafting the
initial test specifications up to the reporting of test scores and the devising of new tests in the
light of developments and feedbacks. What it highlights are the best practices that one can
utilize in creating, administering, and evaluating a language test. The book is divided into eleven
(11) chapters which individually deal with each process of test construction. Each chapter
begins with the presentation of guideline questions which will help the readers while going
through the pages of each component. These guideline questions were well-thought of by the
authors for readers to grasp the complete sense of each chapter. The book is written in a way in
which prior knowledge or schema in testing is not essential in understanding the concepts being
presented. The authors assume that everyone and anyone, from amateurs in the field of
language testing up to the experts of the said field, making the book as user-friendly as
possible. However, the book only presents the general description of how to create, implement,
and evaluate a language test, not a definite explanation of assessments specifically used in
testing the different language skills of an individual. The authors argued that the essence of the
book is not to focus on the assessment of specific language skills, but to highlight the principles
and rationales behind test construction and evaluation. It is a comprehensive study of how
general language testing works, not how each assessment used for measuring the oral abilities
and listening comprehension skills operate. This is not a “how-to-construct” book that has its
emphasis on the actual techniques relevant in the construction of test items; this is a book which
discusses the different principles and procedures behind language testing.
One notable component of the book is Chapter 5, “The training of examiners and
administrators.” This chapter discusses elaborately the skills needed to be an effective examiner
and an efficient test administrator. This just shows that this book offers an in-depth discussion of
matters relevant to the grounds of language testing, thus tapping even the people involved in
the actual administration of examination.
Fulcher, G. & Davidson, F. (2007). Language Testing and Assessment: An advanced resource book. New York, NY: Routledge.
“The practice of language testing draws upon, and also contributes
to, all disciplines within applied linguistics. However, there is something
fundamentally different about language testing. Language testing is all about
building better tests, researching how to build better tests and, in so doing,
understanding better the things that we test.”
This is the main component of Glenn Fulcher and Fred Davidson’s
book titled Language Testing and Assessment: An advanced resource book. This book
emphasizes the concepts of doing and creating and its practical aspects in the context of
language testing. The book is divided into three (3) sections: Introduction (A), Exploration (B),
and Extension (C). Each section is further subdivided into ten (10) units. The Introduction walks
the readers through the different topics presented in the entire book which are thoroughly
discussed by defining a linguistic and research-based explanation behind each complex
concept with relevance to language testing. The Exploration part lets the readers analyze
deeper what language testing really is and how it branches out into its significant components
by providing data from studies and researches meticulously picked by the authors. This section
also describes research projects that an individual can carry out all by himself for his own
analysis. Lastly, the Extension section provides ten (10) key readings which accommodate the
obtained knowledge in Section A.
The book is organized in such a way that one can either concentrate on particular
themes, such as classroom assessment or writing items and tasks (by reading the significant
discussions in Sections A, B, and C consecutively), or read the whole of Introduction before
proceeding to Sections B and C. The book is extensively cross-referenced and carefully indexed
so that one can easily find his/her way around the material. One may decide to read the book in
any sequence and will still get the point being presented by each part.
What makes this book student-friendly are the activities provided at the end of each
chapter. Through these activities, the students can measure his/her knowledge on the topic s/he
just tackled. These activities are not just presented to measure the information gained by the
reader, but also to hone the skills needed by someone who wants to embark in the field of
language testing, though s/he may be a language teacher, or a full-pledged applied linguists.
Examples of these activities are tasks which makes the readers analyze how valid or how
reliable the language test given by a particular teacher to his English class.
Weir, C.J. (2005). Language Testing and Validation: An evidence-based approach. New York, NY: Palgrave Macmillan.
Knowing the traits (the what’s) and the methods (the how’s) of
language testing is not enough for one to assume that s/he has created an
effective and efficient language test. The proper construction of a test is just
one way of determining the validity of an examination. It is through the actual
scores of the testees that the tester can really assess the validity of a
language test.
Cyril J. Weir, through his book Language Testing and Validation: An
evidence-based research, provided us with a comprehensive look on what validity is, what really
entails a language test to be considered valid, and what are the things that one can utilize to
create a valid language test. This book focuses mainly on how the results of the test takers’
performances affect the validity of a language test, and what measures one can do maintain the
validity (both the face and construct validity) of the language test. Through the exploration of the
different methods in creating a language test, the book provides a set of guidelines to assure
that the test being constructed by the teacher is valid, and at the same time, reliable. As the title
suggests, the approach used in presenting the data is evidence-based, meaning that all data
gathered for the book are from sound and appropriate researches from notable experts in both
the field of language testing and of applied linguistics. For a newbie in the field, it will be very
difficult for him/her to understand some points given by the author since jargons are often used
to present new concepts. The assumption is that the readers of this book have prior knowledge
on the basic concepts (such as the types of assessment, validity, reliability, etc.) of language
testing.
The book is divided into four (4) parts. Part 1 discusses the different validation types one
must know to assess whether the results extracted by the teachers from the performances of
the test takers really measure what ability or abilities it has to test. In Part 2, the concept of
validity is further unveiled through examples and procedures taken from different language tests
all over the world. Part 3 elaborates on research activities one might employ to make sure the
validity of a language test you have created or gotten from a reliable source. A list of reading
materials (books, journals, online articles, etc.) is presented in Part 4 to further reinforce the
knowledge of the reader on language testing, in general, and validity, in particular.
Paran, A. & Sercu, L. (Eds.) (2010). Testing the Untestable in Language Education. Bristol, UK: Multilingual Matters.
It is very common for language learners to anticipate a test on the
different macro-skills and one’s grammatical competence when talking about
language testing. However, as a language teacher, is it important to leave the
realm of common practices and to start embarking on a quest in finding what
really must be assessed to indicate one’s proficiency in a given language?
This is what the book Testing the Untestable in Language Education, edited
by Amos Paran and Lies Sercu, attempts to deal with – the linguistic matters
that language teachers often forget to include in a typical language test.
The book is divided into four (4) parts: chapters 2 to 4 tackle the concept of intercultural
competence with regard language testing, chapters 5 to 7 highlight autonomy, an ability that
must be measured by language teachers and testers, chapters 8 to 10 relates the use and
significance of literature in assessing one’s language awareness, and chapters 11 to 13 talk
about the linguistic components and content that must be included in language tests and
assessments. Each chapter is written by experts, linguists, and educators all around the globe,
thus, highlighting the use of language tests and assessments in the global arena. As the title
indicates, this book highlights the different things or concepts that language teachers tend to
avoid and neglect when assessing language learners’ competence and performance.
The first section opens a discussion on what intercultural competence is and its
development and evolution, and looks at issue of reliability and validity in this context. This
section focuses on how teachers construct intercultural competence among students to
accommodate the variety of cultures present inside the classroom. The second section
accentuates the assessment of learners’ autonomy as an integral part of language assessment.
Research findings and empirical evidences are presented to impart with the readers how
learners and teachers alike look on autonomy and control as part of language education. The
third section, which deals with literature, discusses three (3) aspects of literature as relevant to
language testing – the construction of item types that can be used to test literature in language
classrooms, the emergence of creativity and creative writing in language classes, and the
significance of literature in heightening one’s language awareness. The last section of the book
is devoted to what must be assessed when one is talking about language. This part offers the
readers with a review of issues on second language assessment and an overview of the
process of decision-making among language teachers of what to include in a language
assessment.
Purpura, J. (2004). Assessing Grammar. Cambridge, UK: University of Cambridge.
Having extensive experience not only in teaching and assessing
grammar, but in training language teachers in grammar and assessment,
Jim Purpura has provided a great addition to the Cambridge Language
Assessment Series. It is by his dedication and passion that he shares to
linguists and language teachers his immense knowledge on the assessment
of grammar, the structural glue and the “code” of language which is said to
be at the heart of language use, through the book Assessing Grammar.
Assessing Grammar provides a timely discussion of fresh perspectives of how language
teachers can assess grammar, an important component of language. Highlighting the current
developments of grammar assessment and gradually leaving the realms of the traditional views
on grammar, this book takes a completely new look at the assessment of grammar, placing it in
the context of current views of linguistic pragmatics and functional grammar. It thus brings the
assessment of grammar into sync with current thinking and practice in applied linguistics and
language pedagogy. The book has been written by the author keeping in mind that grammar
must not be isolated with the different macro-skills of language when measuring one’s
proficiency with it. Grammar must be assessed in the larger context of language in
communication, thus, keeping intact with the emergence of communicative language teaching in
the language pedagogy. The audience intended to read this book varies from language experts
up to classroom teachers. Articles are presented in the book to cater the needs of each
professional involved in the assessment of grammar, may it be in the pedagogical setting, on
the context of standardized testing, or simply the realm of assessment research. Latest trends
and developments on grammar assessment have been scrupulously explored to impart with the
readers the implications it posed on both teaching and testing. It brings grammar assessment
into line with current theory and practice in language teaching and other areas of applied
linguistics. This book provides a principled approach to the design, development and use of
grammar assessments, dealing with the integration of theory and research in applied linguistics
into language assessment in a way that is useful for both the test developer and the classroom
teacher.
In the last chapter of the book, the author provides a retrospective overview of how
grammar assessment has evolved over the past fifty years and a discussion of some persistent
challenges faced by the assessment of grammar, an emphasis on the use of authentic
materials, methods, and tasks to measure the grammatical aptitude of a learner of a language.
McNamara, T.F. (1996). Measuring Second Language Performance. New York, NY: Addison Wesley Longman.
At the eve of communicative language teaching and task-based
testing, Tim McNamara adds up to the long list of authors who highlights
the use of performance-based assessments to measure the competence of
language learners through his book Measuring Second Language
Performance. This book has two (2) principal aims – first is to undertake a
critical examination of the thinking behind the practice of performance
assessment, and second, is to introduce the reader to the most useful of
the new measurement theories available during the time it was published (and until now), the
Rasch measurement. The nine (9) chapters of this book support these aims. Chapters 2 and 3
take on the first aim provided by the book. Chapter 2 introduces and discusses the two main
approaches to second language performance assessment – the work sample approach and a
more cognitive and distinctively linguistic approach. Chapter 3 tackles how key writers and
prominent figures behind performance-based assessment and communicative language testing
have conceptualized what is involved in the display of language ability under performance
conditions. Prominent figures included in the discussion are Dell Hymes, Michael Canale, Merrill
Swain, Lyle Bachman, and Adrian Palmer. Discussion will vary from communicative
competence in the second language up to the issues central to the language performance
assessment. To discuss the second aim of the book, the remaining chapters deal with the
specifics of the aforementioned measurement instrument. Chapters 5 and 6 engage in the
discussion of the basic theory and procedures of the new measurement. Chapter 7 talks about
the ways on how performance be graded by the rater, and, afterwards, be reported to the
testees. Chapters 8 and 9 are considered to be the most difficult part of the book due to their
technicalities. Chapter 8 presents the way in which research using the new measurement can
reveal the complex nature of language assessment, while Chapter 9 argues the beliefs posed
by criticisms on Rasch measurement, defending that their arguments are grounded on their
misunderstandings of the concepts and models involved in the aforementioned method.
The chapters 2 and 3 are considered to be self-contained. They can be read
independently without prior knowledge on the matters being discussed. However, when it
comes to the remaining chapters, it is advisable to have a basic understanding of what Rasch
measurement is for smooth flow of learning to occur. Chapters 4 to 9 must be read sequentially
as to utilize the learning experience of the readers on the aforementioned measurement device.
Summaries are provided at the end of each chapter to synthesize what has been discussed.