State of the art review : language testing and assessment (part two).

In Part 1 of this two-part review article (Alderson & Banerjee, 2001), we first addressed issues of washback, ethics, politics and standards. After a discussion of trends in testing on a national level and in testing for specific purposes, we surveyed developments in computer-based testing and then finally examined self-assessment, alternative assessment and the assessment of young learners. In this second part, we begin by discussing recent theories of construct validity and the theories of language use that help define the constructs that we wish to measure through language tests. The main sections of the second part concentrate on summarising recent research into the constructs themselves, in turn addressing reading, listening, grammatical and lexical abilities, speaking and writing. Finally we discuss a number of outstanding issues in the field

A Pilot Study of Emotions of Writing in L2: Unpacking the Felt Sense of an EFL Writer

This study explores one EFL writer’s emotional aspects towards writing in second language (L2) through verbalizing her felt sense using the Thinking at the Edge (TAE) approach. Data collected include the participant’s autobiography of learning English, TAE-based reflective worksheets, and an individual interview. To analyze the data, thematic analysis (Boyatzis, 1998) in a qualitative method was employed. The findings reveal that the participant showed difficulty in expressing herself clearly in English and remained apprehensive about using English words and expressions properly. However, she realized the importance of English writing, which has promoted her creating a sense of confidence and writing proficiency. This study indicates that the findings obtained by the TAE approach will enhance the importance of seeking learners’ psychological engagement with writing in L2 in a qualitative manner

An aspect of the Japanese language in relation to dyslexia : a thesis presented in partial fulfilment of the requirement for the degree of Master of Arts in Japanese at Massey University

These studies were conducted to examine the processing of two kinds of Japanese orthography, namely, kanji and hiragana by a group of dyslexic Subjects and Subjects in a control group of similar age, in order to ascertain the effectiveness of hemispheric specialization. An analysis of variance showed that in visual-learning there was a significant main effect for script type for both groups, F(l,36), = 28.125, p < .001. There was also significance for the dyslexic group in verbal-recall, F(l,36), = 13.15, p < .001. There was a significant interaction between group and script for direction-orientation with kanji showing higher correct responses, F(l,36), = 4.142, p < .05. These results confirmed expectations based on research and also identified left brain (Right Hemisphere) strengths. Thus it seems that a much closer examination of learning styles and modes of learning is crucial for the dyslexic group. Japanese brain lateralization, seen to differ from Western lateralization, appears to be linked with environment which is closely related to language type. This study is an investigation from a culture-specific perspective with a consideration of neurolinguistics in cerebral hemispheric lateralization. This is considered in view of the existence of certain difficulties with regard to reading and the possible influence of life-style and familial career selections to which those difficulties might accrue

Investigating the structure of the autism-spectrum quotient using Mokken scaling

Traits similar to those shown in autism spectrum condition (ASC) are apparent in relatives of individuals with ASC, and in the general population without necessarily meeting diagnostic criteria for an ASC. We assess whether the Autism-Spectrum Quotient (AQ), a self-report measure, has hierarchical properties using Mokken scaling. Hierarchical scales allow the presence of a latent trait to be identified by discovering whether and how many specific items form an ordered array along it. Data were collected from 2 groups: (1) people with ASC (n = 449: 240 males, 209 females, M age 35.4 years, SD = 12.8) and (2) university students (n = 943: 465 males, 475 females, M age = 23.0 years, SD = 8.4). A single Mokken scale was obtained in the data from university students and 3 scales were obtained in the data from people with ASC. The scales all showed moderate Mokken scaling properties with the single scale obtained from university students showing weak invariant item ordering and 2 of the scales from people with ASC showing weak invariant item ordering. The AQ formed reliable Mokken scales. There was a large overlap between the scale from the university student sample and the sample with ASC, with the first scale, relating to social interaction, being almost identical. The present study confirms the utility of the AQ as a single instrument that can dimensionalize autistic traits in both university student and clinical samples of ASC, and confirms that items of the AQ are consistently ordered relative to one another

Intelligence of school children: Los Angeles as a case study 1922-1932

In an effort to construct the most advanced school system in the nation, Los Angeles school administrators and educators initiated a new scientific method of group intelligence testing. Almost immediately educators discovered serious limitations with the process and resisted its exclusive use. This study examines the reception of this new technology in Los Angeles between 1922 and 1932. Many historians have seen those associated with I.Q. measuring as bulwarks supporting the hegemony of Anglo-Saxon upper-middle class society. While their criticism has brought some non-equitable aspects of twentieth-century public education to surface, it has not led to our understanding of how educators interpreted the tests. An analysis of the sources, including reports published in the Department of Psychology and Education Research Bulletin of the Los Angeles City Schools, the Teachers' and Principals' School Journal, and the Minute~ of the Board of Education, provides insight into how Los Angeles educators viewed standardized testing

Adolescent Literacy and Textbooks: An Annotated Bibliography

A companion report to Carnegie's Time to Act, provides an annotated bibliography of research on textbook design and reading comprehension for fourth through twelfth grade, arranged by topic. Calls for a dialogue between publishers and researchers