1,923
Views
18
CrossRef citations to date
0
Altmetric
Articles

General Language Proficiency Revisited: Current and Future Issues

REFERENCES

  • Ackermann, T. (1994). Using multidimensional item response theory to understand what items and tests are measuring. Applied Measurement in Education, 7(4), 255–278.
  • Alderson, J. C. (1991). Bands and scores. In J. C. Alderson & B. North (Eds.), Language testing in the 1990s (pp. 71–86). London, UK: Macmillan.
  • Alderson, J. C. (Ed.). (2002). Common European Framework of Languages: Learning, teaching, assessment: Case studies. Strasbourg, France: Council of Europe.
  • Alderson, J. C. (2005). Diagnosing foreign language proficiency. The interface between learning and assessment. London, UK: Continuum.
  • Alderson, J. C., Figueras, N., Kuijper, H., Nold, G., Takala, S., & Tardieu, C. (2006). Analysing tests of reading and listening in relation to the common European framework of reference: The experience of the Dutch CEFR construct project. Language Assessment Quarterly, 3(1), 3–30.
  • Alderson, J. C., & Huhta, A. (2011). Can research into the diagnostic testing of reading in a second or foreign language contribute to SLA research? In EUROSLA yearbook (Vol. 11, pp. 30–52). Amsterdam, the Netherlands: John Benjamins.
  • American Federation of Teachers, National Council on Measurement in Education, & National Education Association. (1990). Standards for teacher competence in educational assessment for students. Retrieved from http://buros.org/standards-teacher-competence-educational-assessment-students
  • Association of Language Testers in Europe. (2001). ALTE principles of good practice for ALTE examinations. Retrieved from http://alte.columnsdesign.com/setting_standards/code_of_practice
  • Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford, UK: Oxford University Press.
  • Bachman, L. F., Davidson, F., Ryan, K., & Choi, I. (1995). An investigation into the comparability of two tests of English as a foreign language: The Cambridge–TOEFL comparability study. Cambridge, UK: Cambridge University Press.
  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford, UK: Oxford University Press.
  • Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford, UK: Oxford University Press.
  • Bailey, K., & Brown, J. D. (1996). Language testing courses: What are they? In A. Cumming & R. Berwick (Eds.), Validation in language testing (pp. 236–256). Clevedon, UK: Multilingual Matters.
  • Bartning, I., Martin, M., & Vedder, I. (Eds.). (2010). Communicative proficiency and linguistic development. Intersections between SLA and language testing research. EUROSLA Monograph Series (Vol. 1). Available from http://eurosla.org/monographs/EMhome.html.
  • Bechger, T., Kuijper, H., & Maris, G. (2009). Standard setting in relation to the Common European Framework of Reference for Languages: The case of the state examination of Dutch as a second language. Language Assessment Quarterly, 6(2), 126–150.
  • Borsboom, D., Mellenbergh, G., & Van Heerden, J. (2004). The concept of validity. Psychological Review, 111(4), 1061–1071.
  • Brindley, G. (2001). Language assessment and professional development. In C. Elder, A. Brown, K. Hill, N. Iwashita, T. Lumley, T. McNamara, & K. O’Loughlin (Eds.), Experimenting with uncertainty: Essays in honour of Alan Davies (pp. 126–136). Cambridge, UK: Cambridge University Press.
  • Brookhart, S. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practices, 30(1), 3–12.
  • Brown, J. D., & Bailey, K. (2008). Language testing courses: What are they in 2007? Language Testing, 25(3), 349–383.
  • Cambridge ESOL. (n.d.). Teaching Knowledge Test. Retrieved from http://www.cambridgeesol.org/exams/tkt/index.html
  • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to language teaching and testing. Applied Linguistics, 1(1), 1–47.
  • Canale, M., & Swain, M. (1981). A theoretical framework for communicative competence. In A. S. Palmer, P. Groot, & G. Trosper (Eds.), The construct validation of tests of communicative competence (pp. 31–36). Washington, DC: TESOL.
  • Chapelle, C. A. (2012). Validity argument for language assessment: The framework is simple … . Language Testing, 29(1), 19–27.
  • Chen, J. (2011). Language assessment: Its development and future—An Interview with Lyle F. Bachman. Language Assessment Quarterly, 8(3), 277–290.
  • Council of Europe. (2001). A Common European Framework of Reference for language learning and teaching. Cambridge, UK: Cambridge University Press.
  • Council of Europe. (2003). Relating language examinations to the Common European Framework of Reference for Languages: learning, teaching, assessment (CEF). Manual. Preliminary pilot version. Strasbourg, France: Language Policy Division.
  • Council of Europe. (2009a). Reference Supplement to the Manual for Relating Language examinations to the CEFR. Strasbourg, France: Language Policy Division.
  • Council of Europe. (2009b). Relating language examinations to the Common European Framework of Reference for Languages (CEF). A manual. Strasbourg, France: Language Policy Division.
  • Cumming, A. (2009). Language assessment in education: Tests, curricula and teaching. Annual Review of Applied Linguistics, 29, 90–100.
  • Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–129.
  • Cummins, J. (1984). Bilingualism and special education. Clevedon, UK: Multilingual Matters.
  • Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. Hornberger (Eds.), Encyclopedia of language and education ( 2nd ed., Vol. 2: Literacy, pp. 71–83). New York, NY: Springer Science + Business Media LLC.
  • Davies, A. (2012). Kane, validity and soundness. Language Testing, 29(1), 37–42.
  • De Jong, J., & Zheng, Y. (2011). Applying EALTA Guidelines—A practical case study on Pearson Test of English Academic. Retrieved from http://www.pearsonpte.com/research/Documents/RN_ApplyingEALTAGuidelines_2010.pdf
  • Douglas, D. (2010). Understanding language testing. London, UK: Hodder Education.
  • Downey, N., & Kollias, C. (2009). Standard setting for listening, grammar, vocabulary and reading sections of the Advanced Level Certificate in English (ALCE). In N. Figueras & J. Noijons (Eds.), Linking to the CEFR levels: Research perspectives (pp. 125–130). Arnem, the Netherlands: CITO, CoE, EALTA.
  • Eckes, T. (2012). Examinee-centered standard setting for large-scale assessments: The prototype group method. Psychological Test and Assessment Modeling, 54(3), 257–283.
  • Educational Testing Service. (2002). ETS standards for quality and fairness. Princeton, NJ: Author.
  • European Association for Language Testing and Assessment. (2006). Guidelines for good practice in language testing and assessment. Retrieved from http://www.ealta.eu.org/guidelines.htm
  • Figueras, N., & Noijons, J. (Eds.). (2009). Linking to the CEFR levels: Research perspectives. Arnem, the Netherlands: CITO, CoE, EALTA.
  • Figueras, N., North, B., Takala, S., Verhelst, N., & Van Avermaet, P. (2005). Relating examinations to the Common European Framework: A manual. Language Testing, 22(3), 261–279.
  • Fulcher, G. (2004a, 18 March). Are Europe’s tests being built on an unsafe framework?, Guardian Weekly TEFL Supplement.
  • Fulcher, G. (2004b). Deluded by artifices? The Common European Framework and harmonization. Language Assessment Quarterly, 1(4), 253–266.
  • Fulcher, G. (2010). Practical language testing. London, UK: Hodder Education.
  • Fulcher, G., & Davidson, F. (2009). Test architecture, test retrofit. Language Testing, 26(1), 123–144.
  • Glaboniat, M., Perlmann-Balme, M., & Studer, T. (2013). Certificate B1 German Exam for young adults and adults: Standard Setting. A work report. [Zertifikat B1 Deutschprüfung für Jugendliche und Erwachsene: Standard Setting. Ein Arbeitsbericht]. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 18(1), 72–75.
  • Green, A. (2012). Language functions revisited: Theoretical and empirical bases for language construct definition across the ability range. Cambridge, UK: UCLES/Cambridge University Press.
  • Harsch, C. (2007). The Common European Framework of Reference: Implications and Limitations. [Der gemeinsame europäische Referenzrahmen für Sprachen. Leistung und Grenzen]. Saarbrücken, Germany: VDM. Retrieved from http://www.opus-bayern.de/uni-augsburg/volltexte/2006/368/
  • Harsch, C., & Hartig, J. (2012, November). Effects of selected item characteristics on difficulty and dimensionality of reading and listening comprehension tests. Paper presented at the Language Testing Forum, Bristol, UK.
  • Harsch, C., & Martin, G. (2012). Adapting CEF-descriptors for rating purposes: Validation by a combined rater training and scale revision approach. Assessing Writing, 17(4), 228–250.
  • Harsch, C., Pant, H. A., & Köller, O. (Eds.). (2010). Calibrating standards-based assessment tasks for English as a first foreign language. Standard-setting procedures in Germany. Münster, Germany: Waxmann.
  • Hartig, J., & Höhler, J. (2009). Multidimensional IRT models for the assessment of competencies. Studies in Educational Evaluation, 35(2–3), 57–63.
  • Hasselgreen, A., Carlsen, S., & Helness, H. (2004). European Survey of Language Testing and Assessment Needs. Report: Part one—General findings. Retrieved from http://www.ealta.eu.org/documents/resources/survey-report-pt1.pdf
  • Huhta, A., Hirvelä, T., & Banerjee, J. (2005). European Survey of Language Testing and Assessment Needs. Report: Part two—Regional findings. Retrieved from http://users.jyu.fi/˜huhta/ENLTA2/First_page.htm
  • Hulstijn, J. H. (2007). The shaky ground beneath the CEFR: Quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4), 663–667.
  • Hulstijn, J. H. (2010, May). Harmony or conflict? Language activities, linguistic competencies, and intellectual functioning in the Common European Framework of Reference for Languages. Paper presented at the 7th Annual Conference of the European Association for Language Testing and Assessment, The Hague, the Netherlands.
  • Hulstijn, J. H. (2011a). Explanations of associations between L1 and L2 literacy skills. In M. S. Schmid & L. Wander (Eds.), Modeling bilingualism (pp. 85–112). Amsterdam, the Netherlands: John Benjamins.
  • Hulstijn, J. H. (2011b). Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229–249.
  • Hulstijn, J. H., Alderson, J. C., & Schoonen, R. (2010). Developmental stages in second-language acquisition and levels of second-language proficiency: Are there links between them? In I. Bartning, M. Martin, & I. Vedder (Eds.), Communicative proficiency and linguistic development. EUROSLA Monographs Series 1 (pp. 11–20). Available from http://eurosla.org/monographs/EMhome.html
  • Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Harmandsworth, UK: Penguin.
  • Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402.
  • In’nami, Y., & Koizumi, R. (2012). Factor structure of the revised TOEIC® test: A multiple-sample analysis. Language Testing, 29(1), 131–152.
  • International Language Testing Association. (2007). ILTA guidelines for practice. Retrieved from http://www.iltaonline.com/
  • Jang, E. (2009). Demystifying a Q-matrix for making diagnostic inferences about L2 reading skills. Language Assessment Quarterly, 6(3), 210–238.
  • Japan Language Testing Association. (n.d.). JLTA Code of Good Testing Practice. Retrieved from http://www.avis.ne.jp/˜youichi/COP.html
  • Jin, Y. (2010). The place of language testing and assessment in the professional preparation of foreign language teachers in China. Language Testing, 27(4), 555–584.
  • Kane, M. (2001). Current concerns in validity theory. Journal of Educational Measurement, 38(4), 319–342.
  • Kane, M. (2010, April). Validating score interpretations and uses. Paper presented at the 32nd Annual Language Testing Research Colloquium, Cambridge, UK.
  • Kane, M. (2012). Validating score interpretations and uses. Language Testing, 29(1), 3–17.
  • Knight, M. (2001, November). Workplace English: A benchmarking case study. Hong Kong: Human Resources/Institute of Human Resource Management.
  • Language Testing Forum. (2011). Panel discussion “Language tests for immigration purposes.” Retrieved from http://www2.warwick.ac.uk/fac/soc/al/research/conferences/ltf2011/language_testing_forum_2011_panel_discussion.pdf
  • Lee, Y. W., & Sawaki, Y. (2009). Cognitive diagnosis and Q-matrices in language assessment. Language Assessment Quarterly, 6(3), 169–171.
  • Leung, C. (2004). Developing formative teacher assessment: knowledge, practice and change. Language Assessment Quarterly, 1(1), 19–41.
  • Malone, M. (2008). Training in language assessment. In E. Shohamy (Ed.), Language testing and assessment ( 2nd ed., Vol. 7, pp. 225–240). New York, NY: Springer.
  • Maris, G., Noijons, J., & Reichard, E. (2009). Benchmarking of videotaped oral performances in terms of the CEFR. In N. Figueras & J. Noijons (Eds.), Linking to the CEFR levels: Research perspectives (pp. 81–85). Arnem, the Netherlands: CITO, CoE, EALTA.
  • Martyniuk, W. (Ed.). (2010). Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft manual. Cambridge, UK: Cambridge University Press.
  • McNamara, T. (2006). Validity in language testing: The challenge of Sam Messick’s legacy. Language Assessment Quarterly, 3(1), 31–51.
  • Mertler, C. (n.d.). Classroom Assessment Literacy Inventory. Retrieved from http://pareonline.net/htm/v8n22/cali.htm
  • Messick, S. A. (1989). Validity. In R. L. Linn (Ed.), Educational measurement ( 3rd ed., pp. 13–103). Washington DC: The American Council on Education and the National Council on Measurement in Education.
  • Milton, J. (2010). The development of vocabulary breadth across the CEFR levels. A common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, and textbooks across Europe. In I. Bartning, M. Martin, & I. Vedder (Eds.), Communicative proficiency and linguistic development. EUROSLA Monographs Series 1 (pp. 211–232). Available from http://eurosla.org/monographs/EMhome.html
  • Moe, E. (2009). Jack of more trades? Could standard setting serve several functions?. In N. Figueras & J. Noijons (Eds.), Linking to the CEFR levels: Research perspectives (pp. 131–138). Arnem, the Netherlands: CITO, CoE, EALTA.
  • Morrow, K. (1981). Communicative language testing: revolution of evolution. In C. J. Alderson & A. Hughes (Eds.), Issues in language testing (pp. 26–37). London, UK: British Council.
  • Morrow, K. (Ed.). (2004). Insights from the Common European Framework. Oxford, UK: Oxford University Press.
  • Noijons, J., & Kuijper, H. (2006). Mapping the Dutch Foreign Language State Examinations onto the Common European Framework. Arnhem, the Netherlands: Cito.
  • Norris, J. M. (2005). Book review: Common European Framework of Reference for Languages: Learning, teaching, assessment. Language Testing, 22(3), 399–405.
  • North, B. (2000). The development of a Common Framework Scale of Language Proficiency. New York, NY: Lang.
  • North, B. (2002). Developing descriptor scales of language proficiency for the CEF common reference levels. In J. C. Alderson (Ed.), Common European Framework of Reference for Langauges: Learning, teaching, assessment. Case studies. Strasbourg, France: Council of Europe.
  • North, B. (2004, 15 April). Europe’s framework promotes language discussion, not directives. Guardian Weekly.
  • North, B. (2007). The CEFR Illustrative Descriptor Scales. The Modern Language Journal, 91(4), 656–659.
  • North, B., & Schneider, G. (1998). Scaling descriptors for language proficiency scales. Language Testing, 15(2), 217–263.
  • Oller, J. (1979). Language tests at school: A pragmatic approach. London, UK: Longman.
  • Oller, J. (1983). A consensus for the eighties? In J. W. J. Oller (Ed.), Issues in language testing research (pp. 351–356). Rowley, MA: Newbury House.
  • Osteen, P. (2010). An introduction to using multidimensional item response theory to assess latent factor structures. Journal of the Society for Social Work and Research, 1(2), 66–82.
  • Papageorgiou, S. (2007). Relating the Trinity College London GESE and ISE examinations to the Common European Framework of Reference ( Final project report). Lancaster, UK: Lancaster University.
  • Papageorgiou, S. (2010). Investigating the decision-making process of standard setting participants. Language Testing, 27(2), 261–282.
  • Pearson. (2009). Pearson Academic PTE Score Guide. Retrieved from http://pearsonpte.com/SiteCollectionDocuments/PremliminaryEstimatesofConcordanceUS.pdf
  • Pollitt, A., & Murray, N. L. (1996). What raters really pay attention to. In M. Milanovic & N. Saville (Eds.), Language Testing 3—Performance, testing, cognition and assessment (pp. 74–91). Cambridge, UK: Cambridge University Press.
  • Purpura, J. (2008). Assessing communicative language ability: Models and components. In N. Hornberger & E. Shohamy (Eds.), Encyclopedia of Language and Education (Vol. 7, Language Testing and Assessment, pp. 53–68). Amsterdam, the Netherlands: Kluwer Academic.
  • Qian, D. (2008). English language assessment in Hong Kong: A survey of practices, developments and issues. Language Testing, 25(1), 85–110.
  • Roberts, L., Pallotti, G., & Bettoni, C. (Eds.). (2011). EUROSLA yearbook (Vol. 11). Amsterdam, the Netherlands: John Benjamins.
  • Rupp, A., Vock, M., Harsch, C., & Köller, O. (2008). Developing Standards-based Assessment Tasks for English as a First Foreign Language - Context, Processes and Outcomes in Germany. Münster, Germany: Waxmann.
  • Sawaki, Y., Stricker, L., & Oranje, A. (2009). Factor structure of the TOEFL Internet-based test. Language Testing, 26(1), 5–30.
  • Sawaki, Y., Kim, H. J., & Gentile, C. (2009). Q-Matrix construction: Defining the link between constructs and test items in large-scale reading and listening comprehension assessments. Language Assessment Quarterly, 6(3), 190–209.
  • Schneider, G., & North, B. (2000). Proficiency in foreign languages: What does it mean? [Fremdsprachen können - was heisst das?] Chur and Zurich, Switzerland: Rüegger. Retrieved from www.slate.eu.org
  • Spolsky, B. (1995). Prognostication and language aptitude testing—1925–62. Language Testing, 12(3), 321–340.
  • Spolsky, B. (2008). Introduction: Language testing at 25: Maturity and responsibility? Language Testing, 25(3), 297–305.
  • Stansfield, C. W. (2008). Lecture: “Where we have been and where we should go.” Language Testing, 25(3), 311–326.
  • Tannenbaum, R., & Wylie, E. (2008). Linking English language test scores onto the Common European Framework of Reference: An application of standard setting methodology (TOEFL iBT Series Rep. No. TOEFLibt–06, ETS Research Report No. RR-08-34). Princeton, NJ: ETS.
  • Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21–36.
  • Taylor, L., & Jones, N. (2006) Cambridge ESOL exams and the Common European Framework of Reference (CEFR). Research Notes 24 (pp. 2–5). Cambridge, UK: Cambridge ESOL.
  • Vogt, K. (2009, October). Assessment literacy amongst foreign language teachers - needs and necessities in training and professional development. Paper presented at the DGFF-Congress (German Association of Foreign Language Research), Leipzig, Germany.
  • Watanabe, Y. (2011). Teaching a course in assessment literacy to test takers: Its rationale, procedure, content and effectiveness. Cambridge ESOL Research Notes, 46, 29–34.
  • Weir, C. (2005). Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing, 22(3), 281–300.
  • Weir, C., Chan, S., & Nakatsuhara, F. (2013). Examining the criterion-related validity of the GEPT advanced reading and writing tests: Comparing GEPT with IELTS and real-life academic performance. Retrieved from http://www.lttc.ntu.edu.tw/lttc-gept-grants/RReport/RG01.pdf
  • Wu, J. R. W., & Wu, R. Y. F. (2010). Relating the GEPT reading comprehension tests to the CEFR. Studies in Language Testing, 33, 204–224.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.