This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required or if the validity of test score interpretation and use are to be supported both logically and with empirical evidence.
The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.
Last year, for my Masters in Education at the University of Cambridge, I carried out a research project exploring the reading strategies that children with English as an Additional Language (EAL), and monolingual children with English as a first language, use in a paired reading task. Motivating my research was a recent report I read, which shows that the achievement gap in core subjects between pupils with English as a first language, and pupils with EAL, is largest for reading.
When city planners in Portland, Oregon, were looking for ideas to make public spaces more inviting to youths across the region, they turned right to the source. Tyler White, a junior at De La Salle North Catholic High School, teamed up with a diverse group of students from several area schools to research and develop a detailed action plan for youth inclusion.
These days, I live and work in Ireland. Near my home, is Newgrange – a huge mound of rock and earth that’s over 5,000 years old. At dawn, on the shortest day of the year, everyone gathers to see the sun’s first light shine along a passage and light up a chamber in the mound.
This special moment reminds me of how our classrooms should be. We should connect them to the wider world beyond their walls. We should allow light to shine in from outside.
Extensive reading is based on the well-established premise that we learn to read by reading. This is true for learning to read our first language as well as foreign languages. In teaching foreign language reading, an extensive reading approach allows students to read, read, and read some more.
When EFL students read extensively, they become fluent readers. But there is more. Studies have established that EFL students increase their vocabulary, and become better writers.
About the webinar
It’s often seen as the poor relation in language learning, but as technology changes the way we communicate, our writing skills become more important. In this webinar we’ll look at ideas that can help our students develop their writing skills.