The TOEFL® Teaching Framework in China: Effective Application in EAP Courses
Educational Testing Service
Educational Testing Service
If testing (rather than assessment) continues to prevail as what ‘counts’, and schools measure multilingual learners’ progress from only a restricted accountability perspective- that is from score to score- without considering the other purposes, audiences, and contexts for assessment, what ultimately serves as evidence of learning?
The return to in-person learning at school has prompted the renewal of many pre-pandemic practices, as in the resumption of a testing regimen… but there is no mention of how assessment in multiple languages can provide more accurate information about multilingual learners’ long-term accumulated experiences.
Educators and policy makers at the local and national level require comprehensive and reliable information on the numbers of Americans
This short Q&A aims to provide insight into how test development and psychometric researchers at CAL identify biased items and prevent sensitive topics from appearing on CAL’s language proficiency assessments.
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Multilingual Multimodal Test Development Manager
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Deborah J. Short, Jennifer Himmel, Sandra Gutiérrez, Justine Hudec
Published by Center for Applied Linguistics
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