Journal article
A Model of Formative Task-Based Language Assessment for Chinese as a Foreign Language
Language assessment quarterly, Vol.3(2), pp.207-227
04/01/2006
DOI: 10.1207/s15434311laq0302_6
Abstract
This article presents a model of formative task-based language assessment implemented in the Chinese language program at the University of Iowa. The model was conceptualized from both empirical evidence, namely previous research done by other team members and me, and assessment theory, namely task-based learning and testing. Our formative performance assessment tests tend to be criterion-referenced and are designed to assess how much of the content of the course or program is being learned, thereby providing links to the course objectives and program goals. Other features of our formative task-based language testing include (a) componential and analytic scoring, (b) skills integration, and (c) derivation from classroom activities. Numerous examples covering various skills are provided. [PUBLICATION ABSTRACT]
Details
- Title: Subtitle
- A Model of Formative Task-Based Language Assessment for Chinese as a Foreign Language
- Creators
- Chuanren Ke
- Resource Type
- Journal article
- Publication Details
- Language assessment quarterly, Vol.3(2), pp.207-227
- DOI
- 10.1207/s15434311laq0302_6
- ISSN
- 1543-4303
- eISSN
- 1543-4311
- Publisher
- Routledge, Taylor & Francis Group
- Language
- English
- Date published
- 04/01/2006
- Academic Unit
- Asian and Slavic Languages and Literatures; International Programs
- Record Identifier
- 9984399036002771
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