Glenn Fulcher and Fred Davidson. Language Testing and Assessment - Download

Reviewed by Zaenal Arifin

Tulungagung, 5 August 2013

Buku yang saya share kali ini masih berbau tentang bahasa Inggris, khusunya tentang pendidikan, spesifik lagi ke language assessment. Language assessment itu apa? Dalam bahasa yang singkat saya bingung harus menerjemahkannya bagaimana, yang jelas buku ini membahas banyak hal tentang tes, atau ujian, atau penilaian, terkait kompetensi bahasa sesorang (atau bisa juga disebut siswa).

Buku ini agak berbeda dengan Language Assessment: Principles and Classroom Practice karya H. Douglas Brown (jangan dibaca Haji Douglas Brown, ya). Bila Douglas Brown mendeskripsikan language assessment secara mendasar, Glenn disini lebih menjabarkan hal-hal detail yang lalu disajikan dalam bentuk penjelasan-penjelasan rinci yang terkait dengan language assessment.

Pembahasan dalam buku ini sendiri sebenarnya telah tercermin dalam sub-judul bukunya, Language Testing and Assessment: An Advanced Resource Book, dimana kata 'advanced' tersebut menurut saya bisa difungsikan sebagai possessive modifier (artinya: buku bagi kalangan ahli) yang lalu diartikan bahwa buku ini diperuntukkan bagi kalangan ahli atau expert dalam bidang language assessment. Atau, kata 'advanced' tersebut bisa juga difungsikan sebagai modifier langsung yang menyifati "Resource Book", sehingga bisa ditafsirkan bahwa buku ini adalah buku yang membahas language assessment dalam tataran pembahasan tingkat tinggi (atau tingkat ahli).

Mau ditafsirkan bagaiman pun, menurut saya akan tetap lebih optimal dalam memahami apabila pembaca telah mengetahui hal-hal dasar terkait dengan language assessment.

Berikut saya sertakan pula contents atau daftar isi dari Glenn Fulcher and Fred Davidson. Language Testing and Assessment untuk lebih memberikan gambaran dalamnya.

SECTION A: INTRODUCTION Unit A1 Introducing validity A1.1 Introduction A1.2 Three ‘types’ of validity in early theory A1.3 Cutting the validity cake Unit A2 Classroom assessment A2.1 Introduction A2.2 Pedagogy and the measurement paradigm Unit A3 Constructs and models A3.1 Introduction A3.2 The nature of models A3.3 Canale and Swain’s model of communicative competence A3.4 Canale’s adaptations A3.5 Bachman’s model of communicative language ability (CLA) A3.6 Celce-Murcia, Dörnyei and Thurrell’s model of communicative competence A3.7 Interactional competence A3.8 From models to frameworks: validity models and performance conditions Unit A4 Test specifications and designs A4.1 Introduction A4.2 Planning in test authoring A4.3 Guiding language versus samples A4.4 Congruence (or fit-to-spec) A4.5 How do test questions originate? Reverse engineering and archetypes A4.6 Reverse engineering A4.7 Where do test items come from? What is the true genesis of a test question? A4.8 Spec-driven test assembly, operation and maintenance A4.9 Towards spec-driven theory Unit A5 Writing items and tasks A5.1 Introduction A5.2 Evidence-centred design (ECD) A5.3 Describing items and tasks A5.4 Tasks and teaching Unit A6 Prototypes, prototyping and field tests A6.1 Introduction A6.2 Prototypes A6.3 Prototyping A6.4 Field testing A6.5 The iterative nature of the process Unit A7 Scoring language tests and assessments A7.1 Introduction A7.2 Defining the quality of language A7.3 Developing scoring systems A7.4 Intuition and data A7.5 Problems with scales A7.6 Scoring in classical test theory A7.7 Reliability A7.8 Score transformations A7.9 Item response theory A7.10 Endowing a score with special meaning Unit A8 Administration and training A8.1 Introduction A8.2 Getting things done A8.3 Quality management systems A8.4 Constraints A8.5 Test administration within the ECD delivery model A8.6 Rater and interlocutor training A8.7 Security A8.8 Test administration for disabled people Unit A9 Fairness, ethics and standards A9.1 Introduction A9.2 Professionalism as a community of practitioners A9.3 Professionalism and democracy A9.4 Consequentialism A9.5 On power and pessimism A9.6 Professional conduct: standards for practice A9.7 Responsibilities of language testers and their limitations A9.8 Accountability Unit A10 Arguments and evidence in test validation and use A10.1 Introduction A10.2 Argumentation as solution A10.3 The form of an argument A10.4 Argument in evidence-centred design A10.5 Arguments in language testing A10.6 Arguments and feasibility A10.7 Argument, evidence and ethics SECTION B: EXTENSION Unit B1 Construct validity Cronbach, L. J. and Meehl, P. E. ‘Construct validity in psychological tests’ Unit B2 Pedagogic assessment Moss, P. ‘Reconceptualizing validity for classroom assessment’ Unit B3 Investigating communicative competence Canale, M. and Swain, M. ‘Theoretical bases of communicative approaches to second language teaching and testing’ Unit B4 Optimal specification design Davidson, F. and Lynch, B. K. Testcraft: A Teacher’s Guide to Writing and Using Language Test Specifications Unit B5 Washback Alderson, J. C. and Wall, D. ‘Does washback exist?’ Unit B6 Researching prototype tasks Cumming, A., Grant, L., Mulcahy-Ernt, P. and Powers, D. A Teacher-Verification Study of Speaking and Writing Prototype Tasks for a New TOEFL Unit B7 Scoring performance tests Hamp-Lyons, L. ‘Scoring procedures for ESL contexts’ Unit B8 Interlocutor training and behavior Brown, A. ‘Interviewer variation and the co-construction of speaking proficiency’ Unit B9 Ethics and professionalism Davies, A. ‘Demands of being professional in language testing’ Unit B10 Validity as argument Kane, M. T. (1992). ‘An argument-based approach to validity’ SECTION C: EXPLORATION Unit C1 Validity – an exploration Unit C2 Assessment in school systems Unit C3 What do items really test? Unit C4 Evolution in action Unit C5 To see a test in a grain of sand... Unit C6 Analysing items and tasks Unit C7 Designing an alternative matrix Unit C8 Administration and alignment Unit C9 In a time far, far away... Unit C10 To boldly go

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