Table of contents for Language testing : the social dimension / Tim McNamara and Carsten Roever.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


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Contents
Series Editor¿s Foreword	000
Acknowledgements	000
Chapter 1	Introduction	000
Structure of This Volume	000
Chapter 2	Validity and the Social Dimension of Language Testing	000
Cronbach		000
Messick		000
	Messick on Construct Validity	000
	Construct Definition and Validation: Mislevy	000
Kane¿s Approach to Test Score Validation	000
The Social Dimension of Validity in Language Testing	000
The Broader Social Context: The Limits of Validity	000
Conclusion	000
Chapter 3	The Social Dimension of Proficiency: 
How Testable is it?	000
Assessing Face-to-face Interaction	000
Assessing Second Language Pragmatics	000
	Second Language Pragmatics	000
	Tests of Second Language Pragmatics	000
	Testing Sociopragmatics	000
	Testing Implicature	000
	Testing Pragmalinguistics	000
	Apologies and Requests for Chinese EFL learners	000
The Tension in Testing Pragmatics: Keeping it Social but Practical	000
DCT Items in Pragmatics Tests: A Case Study in Limiting the Construct	000
	Methodological Issues in DCTs	000
Testing Sociopragmatics: Role Plays and Appropriateness Judgments	000
Foreigner-specific Norms?	000
Assessing Pragmatic Aptitude	000
The Way(s) Forward	000
Conclusion	000
Chapter 4	Psychometric Approaches to Fairness: Bias and DIF	000
Bias and Differential Item Functioning: Definition and History	000
	Bias		000
	Differential Item Functioning	000
	History	000
The Where and Wherefore of DIF	000
Methods for Detecting DIF	000
Early DIF Techniques: Different Item Difficulties for Different Groups	000
	The Delta Plot in Language Testing DIF Studies	000
Contingency Table Methods and Other Non-parametric Approaches	000
	Item Difficulty and Matched Groups: The Standardization Procedure	000
	Contingency Table Methods in Language Testing	000
DIF and Item-Response Theory	000
	Calculating DIF in IRT Models	000
	IRT and Language Testing DIF Research	000
Comparison of DIF Techniques	000
Other Approaches	000
	Logistic Regression	000
	Logistic Regression in Language Testing DIF Research	000
	Generalizability Theory	000
	Multi-faceted Rasch Measurement	000
Problems with DIF Analyses	000
Dealing with DIF and Bias: A Judgment Call	000
Conclusion	000
Chapter 5	Fairness Reviews and Codes of Ethics	000
Pre-empting DIF: Fairness Reviews	000
	University of Cambridge ESOL Examinations	000
	Educational Testing Service	000
Fairness as a Professional Obligation: Codes of Ethics and Practice	000
	Codes of Ethics and Practice	000
Codes of Ethics and Practice in Language Testing	000
	The ILTA Codes of Ethics and Practice	000
	The ALTE Code of Practice and Quality Management Checklists	000
Codes of Ethics in Related Areas	000
Future Directions	000
Summary	000
Chapter 6	Language Tests and Social Identity	000
Language Tests, Identity, and the Denial of Rights	000
Language Tests and the Claims of Asylum Seekers	000
Language Tests and Immigration	000
Language Tests and Citizenship	000
Canada: Language Tests and the Official Languages Policy	000
Conclusion: Language Tests and Subjectivity	000
Chapter 7	Language Assessments at School: Social Values and Policy	000
Introduction	000
Values and Policy Dimensions of Test Constructs	000
	The Japanese Senior High School Entrance Examination in English	000
	The Common European Framework of Reference for Languages	000
Policy Implementation through Standards	000
Standards: Format and Structure	000
Standards: Conceptual Organization (The Construct)	000
	Competing Views of the Construct: Literacy	000
	Catering for Second/Additional Language Learners in Policy-driven Literacy Assessments	000
Standards: The Process of Formulation	000
Standards: Gathering Evidence ¿ Teacher Assessment and Formal Tests	000
	Formal Tests	000
	Formal Tests and the Evaluation of Policy Initiatives	000
	The NALSAS Evaluation Project	000
	Policy-related International Comparative Assessments: PISA	000
Standards and Impact: The No Child Left Behind Act and ESL Learners	000
	The NCLB Itself	000
	The Law¿s Impact: Consequences Intended and Unintended	000
	ESL Learners in the Larger Student Population	000
Conclusion
Chapter 8	Where To From Here?
Implications for Research and Training	000
Directions for Research	000
Implications for Training	000
References		000

Library of Congress Subject Headings for this publication:

Language and languages -- Ability testing.