Language Assessment Reform in an Academic Context
In spite of a growing body of research in the area of language test reform and its impact on teaching and learning, few studies have attempted to examine the relationship between the broader contexts, the exam, and the participants in test reform. What makes this type of research difficult are the challenges that arise from attempts to describe such highly complicated relationships. We believe that in order to examine these we need to look to other methods of inquiry, apply theoretical frameworks, and critically examine relevant knowledge that is already established and worthy of consideration (Cumming, 2004).In this paper we will describe a working model for test reform which includes four components: stakeholders, contextual factors, qualities of test usefulness (Bachman & Palmer, 1996) and evaluator/change agent(s). The model addresses the viability of merging theoretical perspectives from language testing (qualities of test usefulness, Bachman & Palmer, 1996), educational innovation (hybrid model of the diffusion/implementation process, Wall, 1999), and program evaluation (evaluation use, Alkin & Chiristie 2004).After describing the characteristics of each part of the model, we will demonstrate how the model was applied to test reform in an academic English language program. We will explain the process of the test reform and share the challenges and benefits of the reform both to the program and to participants.
Brent A.Green Maureen S.Andrade
Brigham Young University
国际会议
The Third Asia-TEFL International Conference(亚洲英语教师协会第三届国际会议)
北京
英文
177-190
2005-11-04（万方平台首次上网日期，不代表论文的发表时间）