Language assessment or language testing is a field of study under the umbrella of applied linguistics. Its main focus is the assessment of first, second or other language in the school, college, or university context; assessment of language use in the workplace; and assessment of language in the immigration, citizenship, and asylum contexts.[1] The assessment may include listening, speaking, reading, writing, an integration of two or more of these skills, or other constructs of language ability. Equal weight may be placed on knowledge (understanding how the language works theoretically) and proficiency (ability to use the language practically), or greater weight may be given to one aspect or the other.[2]
The history of language testing may have originated in the late nineteenth century testing of ESL at Cambridge and Oxford in England,[3] but the earliest works in language assessment in the United States date back to the 1950s to the pioneering studies and test created by Robert Lado and David Harris. The earliest large scale assessments in the United States were referred to as the Michigan Tests, developed by the English Language Institute at the University of Michigan, now known as Michigan Language Assessment, and the Test of English as a Foreign Language (TOEFL) developed by Educational Testing Service (ETS), Princeton, New Jersey.
The English Language Institute at the University of Michigan (Michigan Language Assessment) was established in 1941 and was the first of its kind in the United States. Charles Fries, Director of ELI, and Robert Lado, Director of Testing at ELI, were determined to put foreign language teaching and testing on a "scientific" footing. The first test launched in 1946 was the Lado Test of Aural Comprehension. Approximately 10 years later, a full suite of tests had been assembled: "an English language test battery", which was administered to incoming foreign students at Michigan and other universities and was known as the Michigan English Language Assessment Battery. In 1953, the ELI also developed the ECPE (Examination for the Certificate of Proficiency in English) exam, under contract to the United States Information Agency, for use abroad.[4] The Michigan Tests continue to support international student and professional mobility and include the Michigan English Test (MET), which is offered worldwide at testing centers and remotely.
TOEFL was launched in 1961 and was designed to assess the English language ability of students applying for admission to U.S. and Canadian colleges and universities. This test, which is used widely around the world, is still in use although it is now only available in the internet-based format (now called the TOEFL iBT[5]).
Many tests from other companies, universities and agencies compete for this market: iTEP (International Test of English Proficiency), the Canadian English Language Proficiency Index Program (CELPIP) Test, the Pearson Language Test's Pearson Test of English (PTE), Michigan Language Assessment exams include Michigan English Test (MET), Examination for the Certificate of Competency in English (ECCE) and Examination for the Certificate of Proficiency in English (ECPE), and the British Council and the Australian IDP's International English Language Testing System (IELTS). In the United States, non-profit and other organizations such as the Center for Applied Linguistics, Washington, D.C., and Language Testing International, White Plains, NY have developed language tests that are used by many public and private agencies. Many universities too, like the University of California, Los Angeles, Teachers College, Columbia University, and the University of Illinois, Urbana-Champaign, have developed English (and other) language tests to assess the abilities of their students and teaching assistants. These language assessments are generally known as proficiency or achievement assessments. Other modern English language tests developed include The General English Proficiency Test (GEPT) in Taiwan, the College English Test in China, and the STEP Eiken in Japan. New technology has also made a presence in the field: Versant's English and Dutch assessments use phone technology to record the speaking and automated scoring of their speaking tests, and the ETS is currently experimenting with automated scoring of their writing tests.
Organizations
The International Language Testing Association (ILTA) is one of the many organizations that organizes conferences, workshops, and a public forum for the discussion of important matters. ILTA's major annual conference is the Language Testing Research Colloquium. ILTA's Lifetime Achievement Award winners include: Carol Chapelle (US), Alan Davies (UK), Lyle Bachman (US), Bernard Spolsky (Israel), John Clark (US), Charles Alderson (UK) and Elana Shohamy (Israel).
Educational Testing Service, Princeton, New Jersey, the home of the TOEFL, offers an annual outstanding Doctoral Dissertation Award in Second or Foreign Language and the University of Cambridge, UK, also offers an annual outstanding master's degree Award in second language testing. In Europe, there are two organizations: the Association of Language Testers of Europe (ALTE) and the European Association for Language Testing and Assessment (EALTA). All of these associations have developed Codes of Ethics and Practice that all language assessment professionals are expected to adhere to.
Annual conferences
There are many annual conferences on general or specific topics. Among the most important conferences is ILTA's official conference: the Language Testing Research Colloquium (LTRC), which has been held every year since 1978. In the last few years, it has been held in different parts of the world: Temecula, California, US (2004); Ottawa, Canada (2005); Melbourne, Australia (2006); Barcelona, Spain (2007); Hangzhou, China (2008), and Denver, Colorado (2009), Cambridge, UK (2010), Ann Arbor, Michigan (2011), Princeton, New Jersey (2012), and Seoul, South Korea (2013).
ALTE's international conferences are held in different cities in Europe: Barcelona, Spain (2002); Berlin, Germany (2005); Cambridge, UK (2008); Krakow, Poland (2011); Paris,France (2014); Bologna, Italy (2017) ) with regional conferences in Perugia, Prague, Budapest, Sofia, and Lisbon. Similarly, there are regional meetings in China, Japan, Korea, and Taiwan. International conference themes have included supporting the European Year of Languages (2001), the impact of multilingualism (2005), the wider social and educational impact of assessment (2008) and the role of language frameworks (2011). Selected conference papers have been published through the Studies in Language Testing (SiLT) volumes.
Language assessments in aviation
The aviation personnel is required to be regularly tested on aviation language proficiency. The testing is required on the international basis by ICAO Doc 9835. Within the EASA region, the aviation language assessments are required by Ec 1178/2011, Part FCL, FCL.055.
Endorsements
Each flight crew license is endorsed by the respective endorsement specifying the holder's language proficiency. The level acceptable for the operational use in the aviation is 4 thru 6. The validity of the respective level varies with the region.[6]
Organizations
The organizations authorized to conduct the language assessments on behalf of national aviation authorities are so-called "Language assessment bodies" or "Testing service providers". Each and every Language assessment body is issued with the Certificate of approval with its authorizations. Aero Language[7] and Myflower College[8] are one of several organizations in Europe authorized to conduct the language assessments for pilots and air traffic controllers.
Publications
There are two premier journals in the field: Language Assessment Quarterly (published by Routledge/Taylor & Francis) and Language Testing (published by SAGE Publications) that publishes major findings from researchers. Both these journals are indexed in Thompson's SSCI list. Other journals that publish articles from the field include Applied Linguistics, Language Learning, TESOL Quarterly, Assessing Writing, and System. Some of these journals have special issue volumes on Ethics in language assessment, structural equation modeling, language assessment in Asia, Classroom assessment, etc. and commentaries, brief reports, and book and test reviews.
The field has exploded in the last twenty years in terms of textbooks and research publications. The most popular books include: Lyle Bachman's Fundamental considerations in language testing, and Statistical Analyses for Language Assessment, Lyle Bachman and Adrian Palmer's Language Testing in Practice and Language Assessment in Practice,' Glenn Fulcher and Fred Davidson's 'Language Testing and Assessment: An Advanced Resource Book', Charles Alderson's 'Assessing Reading, John Read's Assessing Vocabulary, James Purpura's Assessing Grammar, Gary Buck's Assessing Listening, Sara Weigle's Assessing Writing,' Glenn Fulcher's 'Practical Language Testing' and 'Testing Second Language Speaking'. Edited volumes include: Alister Cumming's Validation in Language Testing, Antony John Kunnan's Validation in Language Assessment, and Fairness in Language Assessment, and the 'Routledge Handbook of Language Testing', edited by Glenn Fulcher and Fred Davidson.
The most popular book series are Michael Milanovic, Cyril Weir, and Lynda Taylor's Studies in Language Testing (SiLT) series, and Lyle Bachman and Charles Alderson's Cambridge Language Assessment Series.
Test of English for International Communication (TOEIC)
Accepted and trusted by 14,000+ organizations in more than 160 countries, the TOEIC® tests assess your English-language proficiency across all four language skills needed to succeed in the global workplace—listening, reading, speaking and writing. With your TOEIC score, you can: get a fair, accurate evaluation of your ability to communicate in English; show potential employers your full range of communication skills; differentiate yourself from the competition; expand your job opportunities.[11]
Test of English as a Foreign Language is a standardized test to measure the English language ability of non-native speakers wishing to enroll in English-speaking universities. The test is accepted by more than 11,000 universities and other institutions in over 190 countries and territories. TOEFL is one of several major English-language tests worldwide, including IELTS, Duolingo English Test, Cambridge Assessment English, and Trinity College London exams.
In applied linguistics and educational psychology, competency evaluation is a means for teachers to determine the ability of their students in other ways besides the standardized test.
The Test of English for International Communication (TOEIC) is an international standardized test of English language proficiency for non-native speakers. It is intentionally designed to measure the everyday English skills of people working in an international environment.
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR, CEF, or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates for education admission or employment. Its main aim is to provide a method of learning, teaching, and assessing that applies to all languages in Europe.
The Association of Language Testers in Europe (ALTE) is an association of language exam providers in Europe.
The Versant suite of tests are computerized tests of spoken language available from Pearson PLC. Versant tests were the first fully automated tests of spoken language to use advanced speech processing technology to assess the spoken language skills of non-native speakers. The Versant language suite includes tests of English, Spanish, Dutch, French, and Arabic. Versant technology has also been applied to the assessment of Aviation English, children's oral reading assessment, and adult literacy assessment.
Language proficiency is the ability of an individual to use language with a level of accuracy which transfers meaning in production and comprehension.
The Speaking Proficiency English Assessment Kit (SPEAK) is a test developed by the Educational Testing Service (ETS) to measure a non-native speaker's proficiency in spoken English. It is usually taken as a professional certification, especially by graduate teaching assistants and medical professionals in the American college and university system for communication with their students and patients, respectively. It is very similar to the Test of Spoken English (TSE), and is in fact a form of the TSE developed for institutions by using retired forms of the TSE.
The English Language Proficiency Test (ELPT) was the name of a SAT II last administered in January 2005. It was a one-hour multiple choice test given on English language proficiency by The College Board. A student whose native language was not English could have chosen to take this test instead of or in addition to Test of English as a Foreign Language (TOEFL) for college entrance depending upon requirements of the schools in which the student was planning to apply. Until 1994, the SAT II's were known as Achievement Tests. The ELPT assessed both the understanding of spoken and written standard American English and the ability to function in a classroom where English is spoken. The test was intended for students whose best language was not English; who attend U.S. high schools, or who had studied in an international school where courses were taught in English; had completed two to four years of English language instruction in an English as a Second Language program or in English enrichment courses; and/or students who spoke a language other than English at home or work. It was scored on a scale of 901 to 999
Dr. Robert Lado was an American linguist.
Aviation communication refers to the conversing of two or more aircraft. Aircraft are constructed in such a way that make it very difficult to see beyond what is directly in front of them. As safety is a primary focus in aviation, communication methods such as wireless radio are an effective way for aircraft to communicate with the necessary personnel. Aviation is an international industry and as a result involves multiple languages. The International Civil Aviation Organization (ICAO) deemed English the official language of aviation. The industry considers that some pilots may not be fluent English speakers and as a result pilots are obligated to participate in an English proficiency test.
The International Test of English Proficiency or iTEP is a language assessment tool that measures the English skills of non-native English speakers. The test is supported by more than 700 institutions including the California State University system. The test is available in more than 40 countries, and is also used by businesses, and governments such as Saudi Arabia, Colombia, and Mexico for large-scale initiatives. There are over 600 iTEP test centers worldwide, with more than 100 in China where iTEP has partnerships with some of the largest education companies in the country.
Aviation English is the de facto international language of civil aviation. With the expansion of air travel in the 20th century, there were safety concerns about the ability of pilots and air traffic controllers to communicate. In 1951, the International Civil Aviation Organization (ICAO) recommended in "ICAO Annex 10 ICAO to the International Chicago Convention" that English be universally used for "international aeronautical radiotelephony communications." Despite being a recommendation only, ICAO aviation English was widely accepted.
The EF Standard English Test is a standardized test of the English language designed for non-native English speakers. It is the product of EF Education First, a global language training company, and a team of language assessment experts including Lyle Bachman, Mari Pearlman, and Ric Luecht. EF compares the EFSET's accuracy to the most widely used high stakes standardized English tests: TOEFL, IELTS, and Cambridge International Examinations.
Michigan Language Assessment (MLA), also known as the Cambridge–Michigan Language Assessment (CaMLA) and previously the "English Language Institute Testing and Certification Division at the University of Michigan", has been providing English language assessments, learning resources, teacher development, consultancy and research since 1941.
The Canadian Academic English Language Assessment or CAEL is a standardized test designed to measure English language proficiency for admission to college and university, and for membership in professional associations. Test takers read articles, listen to a lecture, answer questions, and write a short essay, as they would be expected to do in a first-year university or college classroom.
Washback effect refers to the impact of testing on curriculum design, teaching practices, and learning behaviors. The influences of testing can be found in the choices of learners and teachers: teachers may teach directly for specific test preparation, or learners might focus on specific aspects of language learning found in assessments. Washback effect in testing is typically seen as either negative, or positive. Washback may be considered harmful to more fluid approaches in language education where definitions of language ability may be limited; however, it may be considered beneficial when good teaching practices result. Washback can also be positive or negative in that it either maintains or hinders the accomplishment of educational goals. In positive washback, teaching the curriculum becomes the same as teaching to a specific test. Negative washback occurs in situations where there may be a mismatch between the stated goals of instruction and the focus of assessment; it may lead to the abandonment of instructional goals in favor of test preparation.
Charles Alderson is a British linguist. He is currently an honorary professor at the Department of Linguistics and English Language of Lancaster University, United Kingdom. His research focuses on language assessment.
Luke William Harding is an Australian linguist. He is currently a professor at the Department of Linguistics and English Language of Lancaster University, United Kingdom. His research focuses on language assessment with a special focus on listening assessment, pronunciation assessment, and diagnostic language assessment. He is the current editor-in-chief of the journal, Language Testing.
General Tests of English Language Proficiency (G-TELP) are English language tests, developed by the International Testing Services Center (ITSC) in 1985. They comprehensively evaluate the practical English use ability of test takers who do not speak English as their native language.
References
↑ Hornberger, Nancy H.; Shohamy, Elana (2008). Encyclopedia of Language and Education, Volume 7: Language Testing and Assessment. Berlin: Springer. ISBN978-0-387-32875-1.
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