LITMIR.BIZ

      Great Clarendon Street, Oxford, OX2 6DP,

      United Kingdom

      Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries

      © Oxford University Press 2014

      The moral rights of the author have been asserted

      First published in 2014

      2018 2017 2016 2015 2014

      10 9 8 7 6 5 4 3 2 1

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work

      Photocopying

      The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches

      Under no circumstances may any part of this book be photocopied for resale

      ISBN: 978 0 19 400083 3

      Printed in China

      This book is printed on paper from certified and well-managed sources

      ACKNOWLEDGEMENTS

      The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.6 Extract from ‘Book review: Penny McKay (2006) Assessing young language learners, Cambridge University Press’ by Constant Leung, Language Testing Vol. 26 (1) pp. 145–149. Copyright © 2009 by SAGE Publications. Reproduced by permission of SAGE; pp.24–6 Extracts from ‘How to Assess Language in the Social Studies Classroom’ by Rod Case and Kathryn M. Obenchain, The Social Studies Vol. 97 (1), Taylor & Francis, 2006. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.co.uk/journals); pp29–30, 43 Extracts from 2011 Field Research on Steps to English Proficiency by Jang, E. E., Cummins, J., Wagner, M. Stille, S., Dunlop, M. and Starkey, J.. © Queen’s Printers for Ontario, 2011. Reproduced by permission of Eunice Jang, Jim Cummins and Ontario Ministry of Education; pp.36–7 Adapted from Table 11.1 from Program Evaluation in Language Education by Richard Kiely and Pauline Rea-Dickins, Palgrave Macmillan, 2005.

      Reproduced by permission of Palgrave Macmillan; p.40 Extract from ‘Teacher practices and perspectives for developing academic language’ by Jeff Zwiers, International Journal of Applied Linguistics Vol. 17 (1), 2007. © John Wiley and Sons. Reproduced by permission of John Wiley and Sons, Inc.; pp.41–2 Extract from ‘Language, Literacy, Content, and (Pop) Culture: Challenges for ESL Students in Mainstream Courses’ by Patricia A Duff, Canadian Modern Language Review Vol. 58 (1), 2001. Reproduced by permission of University of Toronto Press; p46 Extract from Steps to English Proficiency (STEP): Validation Study by Cummins, J., Jang, E. E., Wagner, M. Stille, S., Byrd Clark, J. and Trahey, M.. © Queens Printer for Ontario, 2009. Reproduced by permission of Eunice Jang, Jim Cummins and Ontario Ministry of Education; p.56 Extract from ‘Sensitivity of narrative organization measures using narrative retells produced by young school-age children’ by John Heilmann, Jon F. Miller and Ann Nockerts, Language Testing Vol. 27 (4) pp.603–626. Copyright © 2010 by SAGE Publications. Reproduced by permission of SAGE; pp.62–4 Extracts and figures from ‘Elementary School ELLs’ Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment’ by Eunice Eunhee Jang, Maggie Dunlop, Maryam Wagner, Youn-Hee Kim and Zhimei Gu, Language Learning Vol. 63 (3), 2013 © Language Learning Research Club, University of Michigan. Reproduced by permission of John Wiley and Sons, Inc; p.70 Extract from ‘Defining Identities Through Multiliteracies: EL Teens Narrate Their Immigration Experiences as Graphic Stories’ by Robin L. Danzak, Journal of Adolescent & Adult Literacy Vol. 55 (3), 2011 © International Reading Association. Reproduced by permission of John Wiley and Sons, Inc; p.88 Extract from ‘The Receptive Vocabulary of English Foreign Language Young Learners’ by Rosa María Jiménez Catalán & Melania Terrazas Gallego, Journal of English Studies Vol. 5 pp.173–91, 2008. Reproduced by permission of Rosa María Jiménez Catalán & Melania Terrazas Gallego; p.104 Extract from ‘The effects of self-assessment among young learners of English’ by Yuko Goto Butler and Jiyoon Lee, Language Testing Vol. 27 (1). Copyright © 2010 by SAGE Publications. Reproduced by permission of SAGE; pp.108–9 Extract from Messick, S. (1998). Consequences of Test Interpretation and Use: The Fusion of Validity and Values in Psychological Assessment. ETS Research Report-98-48. Educational Testing Service (ETS). Reproduced by permission; pp.115–16 Extract from ‘Portfolios, Power, and Ethics’ by Brian Lynch and Peter Shaw, TESOL Quarterly Vol. 39 (2), 2005. © TESOL International Association. Reproduced by permission of John Wiley and Sons, Inc.; pp.122–3 Extracts from ‘Interaction in group oral assessment: A case study of higher- and lower-scoring students’ by Zhengdong Gan, Language Testing Vol. 27 (4) pp.585–602. Copright © 2010 by SAGE Publications. Reproduced by permission of SAGE; p.124 Extract from ‘The effects of group members’ personalities on a test taker’s L2 group oral discussion test scores’ by Gary J. Ockey, Language Testing Vol. 26 (2) pp.161–86. Copyright © 2009 by SAGE Publications. Reproduced by permission of SAGE; pp.138–9 Extracts from ‘The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools’ by Chris Davison, Language Testing Vol. 21 (3) pp.305–334. Copyright © 2004 by SAGE Publications. Reproduced by permission; pp.141–2 Extract from ‘Why the ‘Monkeys Passage’ bombed: tests, genres and teaching’ by Norton, B. & Stein, P., Harvard Educational Review Vol. 65 (1) pp.50–65. Copyright © President and Fellows of Harvard College. Excerpted with permission; p.144 Extract from ‘Did we take the same test? Differing accounts of the Ontario Secondary School Literacy Test by first and second language test-takers’ by Janna Fox and Liying Cheng, Assessment in Education: Principles, Policy & Practice Vol. 14 (1), Taylor & Francis, 2007. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.co.uk/journals); p.148 Extract from Chapter 6 ‘Electronic feedback and second language writing’ by Mark Warschauer and Paige D. Ware of Feedback and Second Language Writing: Contexts and Issues by K. Hyland and F. Hyland. © Cambridge University Press 2006. Reproduced by permission; pp.170–1 CEFR self-assessment grid from A Common European Framework of Reference for Languages: Learning, Teaching, Assessment by Council of Europe. © Council of Europe. Reproduced by permission; p.95 Extract from ‘International Language Test Taking Among Young Learners: A Hong Kong Case Study’ by Alice Chik and Sharon Besser, Language Assessment Quarterly Vol. 8 (1), Taylor & Francis, 2011. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.co.uk/journals).

      Sources:

Скачать книгу