Harsch claudia (11 Ergebnisse)

Festeinband. Zustand: Wie neu. 223 Seiten : Illustrationen. Wie neu. Like new. - This Festschrift has been compiled to honour Günther Sigott for his notable contributions to academia in general and to the field of language testing in particular. The contributors to this volume come from all over the world, spanning regions from Austria and its neighbouring countries Slovenia and Germany, to the UK, USA, all the way to Japan and Iran. They work as test developers, teacher educators, psychometricians and researchers, taking up a variety of subjects such as washback of standardized tests, the acknowledgement of language varieties in high-stakes exams, fostering language assessment literacy or psychometric models to enhance C-test interpretations or scoring validity. - Acknowledgements - - Introduction - - Barry O'Sullivan / Micheline Chalhoub-Deville Validity: An Integrated Arguments Approach - - Klaus Siller - - Bridging the Gap: Using E8 Reading Test Tasks in the Classroom - - Armin Berger / Helen Heaney - - Language Assessment Literacy in Teacher Education: Factoring Difficulty Into Course Design - - Ga per Ilc / Andrej Stopar - - Exploring Language Accuracy in a B2 Examination - - Manuela Glaboniat - - Testing German - More Than Just One?! The Pluricentric Approach Within ÖSD Examinations - - Florian Pibal - - Developing a C-Test Anchoring Procedure for Parallel Forms on Different Proficiency Levels of the Österreichisches Sprachdiplom Deutsch (ÖSD) . - - Purya Baghaei / Farshad Effatpanah - - An Alternative Strategy for Modeling Local Item Dependence in C-Tests - - John M. Norris / Ikkyu Choi - - Predicting C-Test Difficulty: An Efficient Empirical Approach - - Thomas Eckes - - Detecting and Measuring Rater Effects in Performance Assessments: - - Advances in Many-Facet Rasch Modeling. ISBN 9783631871430 Sprache: Englisch Gewicht in Gramm: 450.…

Zustand: New.

Festeinband. Zustand: Sehr gut. 1. Auflage. 440 Seiten : 100 Illustrationen. Like new. Wie neu. - "With the growing recognition of the need to broaden the definition of Interactional Competence (IC) for communication and learning, this monograph offers the first book-length treatment on the conceptualization, development and validation of IC assessment instruments. Combining psychometrics with discourse analysis, highlights of the book include: 1) evidence that a holistic IC construct encompassing the sequential, emotional, logical, moral and categorial dimensions can be assessed reliably, 2) a practical IC rubric that is adaptable to diverse languages and contexts, 3) demonstration that L2 speakers can have stronger IC than L1 speakers. The book argues that IC needs to be taught and assessed for both L1 and L2 speakers to promote fairness in language education." - - Preface - - Foreward - - Summary of the Book - - Acknowledgements - - List of Tables - - List of Figures - - List of abbreviations - - Chapter 1 - - Introduction - - Chapter 2 Literature review - - 2.1 A philosophical account of interaction - - 2.1.1 Interaction and pragmatics - - 2.1.2 An intentionalist perspective on interaction - - 2.1.3 A rationalist-utilitarian perspective on interaction - - 2.1.4 An empiricist-interactional perspective on interaction - - 2.1.5 A unified account of interaction for assessment - - 2.2 Interaction in computer-mediated communication - - 2.2.1 CMC and L2-speaker interaction - - 2.2.2 An empiricist-interactional approach to CMC - - 2.2.3 Five CMC considerations for test design - - 2.3 Defining an IC construct: A theoretical discussion - - 2.3.1 A brief history of IC - - 2.3.2 Assessing I - - 2.3.3 Differentiating speaking/LC and talking/IC - - 2.3.4 Strong on speaking/LC but weak on talking/IC - - 2.3.5 Strong on talking/IC but weak on speaking/LC - - 2.4 Defining an IC construct: An operational discussion - - 2.4.1 Are we measuring talking/IC or speaking/LC? - - 2.4.2 Separating IC from LC - - 2.4.3 Going beyond the mechanics of interaction: Hymes and Goffman revisited - - 2.4.4 Emotional, logical and moral IC markers - - 2.4.5 Aristotelian artistic proofs: Pathos, logos, and ethos - - 2.4.6 Membership categorization analysis: Categorial IC markers - - 2.5 Designing IC test tasks - - 2.5.1 From the target language domain to a test - - 2.5.2 Task-based needs analysis - - 2.5.3 Triangulation in needs analysis - - 2.5.4 Paucity of TBNA in L2 Chinese - - 2.6 Designing IC rating materials - - 2.6.1 IC rating materials development - - 2.6.2 The rater perspective and indigenous criteria - - 2.6.3 Test-taker exemplars in IC rating - - Chapter 3 Interpretive argument and research design - - 3.1 The inferences and assumptions in the interpretive argument - - 3.1.1 The domain description inference - - 3.1.2 The evaluation inference - - 3.1.3 The generalization inference - - 3.1.4 The explanation inference - - 3.1.5 The extrapolation inference - - 3.2 The design of the three studies - - 3.2.1 Study one, relevant assumptions and research questions - - 3.2.2 Study two, relevant assumptions and research questions - - 3.2.3 Study three, relevant assumptions and research questions - - Chapter 4 - - Study one: Task-based needs analysis and test design - - 4.1 Methodology of study one - - 4.1.1 Participants - - 4.1.1.1 TBNA participants - - 4.1.1.2 Test design participants - - Item review and moderation participants - - Norming session participants - - 4.1.2 Instruments - - 4.1.2.1 ???A instruments - - Hermeneutic-Socratic interviews - - Longitudinal reflective diaries - - 4.1.2.2 Test design instruments - - Norming questionnaires - - 4.1.3 Procedures - - 4.1.3.1 TBNA procedure - - 4.1.3.2 Test design procedure - - 4.1.4 Data analysis - - 4.1.4.1 TBNA data analysis - - 4.1.4.2 Test design data analysis - - 4.2 Results and initial discussion of study one - - 4.2.1 TBNA results - - 4.2.1.1 Social actions - - 4.2.1.2 Sociopragmatic and pragmalinguistic issues - - 4.2.1.3 Interactional features and content knowledge - - 4.2.1.4 Linguistic issues and multimodal cues - - 4.2.2 The test specifications - - 4.2.3 Generating draft items - - 4.2.4 Revising the draft items. ISBN 9783631882504 Sprache: Englisch Gewicht in Gramm: 729.…

Zustand: New. In English.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This Festschrift has been compiled to honour Günther Sigott for his notable contributions to academia in general and to the field of language testing in particular. The contributors to this volume come from all over the world, spanning regions from Austria and its neighbouring countries Slovenia and Germany, to the UK, USA, all the way to Japan and Iran. They work as test developers, teacher educators, psychometricians and researchers, taking up a variety of subjects such as washback of standardized tests, the acknowledgement of language varieties in high-stakes exams, fostering language assessment literacy or psychometric models to enhance C-test interpretations or scoring validity. …

Paperback. Zustand: Brand New. 328 pages. 9.00x6.00x0.78 inches. In Stock.

Zustand: New. Ari Huhta is Professor of Language Assessment at the Centre for Applied Language Studies, University of Jyvaeskylae, Finland.Claudia Harsch is Professor of Research into Language Learning, Teaching and Assessment at.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | Keine Beschreibung verfügbar.

Zustand: New.

Zustand: New. In English.

Hardcover. Zustand: Brand New. 328 pages. 9.00x6.00x0.97 inches. In Stock.