Revisiting the Assessment of Second Language Abilities: From Theory to Practice

Part I: Assessing Speaking.- Ch. 1: Assessing Spoken Language Ability: A Many-Facet Rasch Analysis (Sahbi Hidri).- Ch.2: Investigating the Use of an EBB Scale for the Assessment of English Language Spoken Proficiency (Stefan O'grady).- Ch.3: The Measurement of Language Ability and Impairment in Arabic-speaking Children (Areej Balilah and Lisa Archibald).- Ch. 4: Developing a Formative Assessment Instrument for an In-Service Speaking Course (Rezvan Rashidi Pourfard).- Part II: Assessing Writing.- Ch. 5: Does the Feedback Feed Forward? Student Response to and Views of Teacher Feedback in an EFL Academic Writing class (Eddy White).- Ch.6: Designing and Rating Academic Writing Tests: Implications for Test Specifications (Amani Mejri).- Part III: Assessing English for Specific Purposes.- Ch. 7: Academic Writing Needs Assessment: A Case Study of MPH Students, University of Khartoum (Abuelgasim Sabah Elsaid Mohammed).- Ch. 8: Teachers' Conceptions of Assessment in an ESP Context (Yosra Naimi).- Part IV: Assessing Translation and Literature.- Ch. 9: Assessing Textual Competence in Translation into a Second Language (Tamara Kavytska and Olga Kvasova).- Ch. 10: Assessing Literature for the Classroom among Female Learners of English in an EFL Context in Saudi Arabia (Manal Qutub).- Part V: Assessing Reading, Vocabulary and Grammar.- Ch. 11: Assessing Two Strategies of Vocabulary Learning (Manal Sabbah).- Ch. 12: Testing Usefulness of Reading Comprehension Exams among First Year Students of English at the Tertiary Level in Tunisia (Yassmine Mattoussi).- Ch. 13: Techniques in Teaching and Testing Vocabulary for Learners of English in an EFL Context (Imen Riahi).- Ch 14: Testing Grammar in an EFL Context (Yasmine Chniti).- Part VI: Assessment Literacy and Test Fairness.- Ch.15: Continuous Cumulative Assessment in Higher Education: Coming to grips with Test Enhanced Learning (Katerina Popkova).- Ch 16: Developing Student Teachers' Classroom Assessment Literacy: The UkrainianContext (Olga Ukrayinska).- Ch 17: Valid for the Elites? The Trade-off between Test Fairness and Test Validity (Kioumars Razavipour).- Ch 18: Student-Related Challenges of Performing Alternative Assessments from the Perspective of Kurdish Tertiary TESOL Teachers (Dler Abdullah Ismael).- Part VII: Standard Exams and Test-Taking Strategies.- Ch 19: Washback on Language Skills: A Study of EFL Multi-Exam Preparation Classes (Irini Papakamenou).- Ch. 20: Extending the Scope of the English Exit Exam: A Study from a Ukrainian Classical University (Olesia Liubashenko and Olga Yashenkova).- Part VIII: Alternative Forms of Assessment.- Ch. 21: Performance-Based Assessment: A Shift towards an Assessment for Learning Culture (Zineb Djoub).- Ch. 22: Utilizing Dynamic Assessment to Activate EFL Inert Grammar (Mahmoud Ibrahim).- Ch. 23: Analyzing the Impact of Formal Assessments on EFL Learner's Use of Language Learning Strategies (Misbah Rosheen Khan and Misbah Afsheen Khan).

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• Teoria e métodos do ensino de línguas
• Aquisição da linguagem
• Idioma: referência e geral

Second Language Skills Assessment;Second Language Testing;Foreign language proficiency test;measuring linguistic competence;Second language Performance;Language constructs;Language Skills;Teaching second language;Learning foreign language;EFL examination