Brian K Lynch
Biographic Data
| ID | 5998431 |
|---|---|
| NAME | Brian K Lynch |
| GIVEN NAMES | Brian K |
| FAMILY NAME | Lynch |
| SIGNATURE | LYNCH B K |
| AFFILIATIONS | University of California, Los Angeles |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Teaching economics using scenes from Superstore
Superstore follows a group of employees working at Cloud 9, a fictional big-box retailer in Missouri. The television show aired on NBC for six seasons and offers economic educators an abundance of scenes that can be used to teach undergraduate economics. All of the scenes mentioned in the lesson plans, and many more, are freely available online on the Teaching with Superstore website. A benefit of using a show like Superstore to teach economics i…
Portfolios, Power, and Ethics
Portfolios have been used in a variety of ways for assessing student work. In education, generally, and more specifically in second language education, portfolios have been associated with alternative assessment (Darling-Hammond, 1994; Hamayan, 1995; Shohamy, 1996; Wolf, Bixby, Glenn, & Gardener, 1991). This article defines alternative assessment as representing a paradigm and culture that is different from traditional testing, requiring a differ…
Rethinking assessment from a critical perspective
This article examines language assessment from a critical perspective, defining critical in a manner similar to Pennycook (1999; 2001). I argue that alternative assessment, as distinct from testing, offers a partial response to the challenges presented by a critical perspective on language assessment. Shohamy’s (1997; 1999; 2001) critical language testing (CLT) is discussed as an adequate response to the critical challenge. Ultimately, I argue th…
Language Assessment and Program Evaluation
Using G-theory and Many-facet Rasch measurement in the development of performance assessments of the ESL speaking skills of immigrants
Second language performance tests, through the richness of the assessment context, introduce a range of facets which may influence the chances of success of a candidate on the test. This study investigates the potential roles of Generalizability theory (G-theory) (Brennan, 1983; Shavelson and Webb, 1991) and Many-facet Rasch measurement (Linacre, 1989; Linacre and Wright, 1993; McNamara, 1996) in the development of such a performance-based assess…
In search of the ethical test
The central question to be addressed here is whether any test can be defended as ethical, or moral. Ethicality is defined in terms of issues such as harm, consent, confidentiality of data and fairness. Frameworks for determining equity of edu cational opportunity are presented and discussed. A statewide assessment project in Victoria, Australia (the Learning Assessment Project) is then examined in relation to these concerns, and the possibility o…
Investigating variability in tasks and rater judgements in a performance test of foreign language speaking
Much of the recent debate that has surrounded the development and use of 'performance', or 'communicative' language tests has focused on a supposed trade-off between two sets of desirable qualities: correspondence between test tasks and test performance to nontest language use for content relevance; and reliability of scores derived from test performance. One area that has been of particular concern with performance tests is the potential variabi…
Criterion-Referenced Language Test Development
In discussing the use of both criterion-referenced measurement and norm-referenced measurement techniques for item analysis, Brown (1989) has called for strengthening the relationship between testing and the curriculum. Alderson and Wall (1993) have pointed out the need for actual studies on the existence of washback, or the influence of tests on teaching. This article answers those calls by presenting criterion-referenced language test developme…
Longman Keys to Language Teaching Series
A Context-Adaptive Model for Program Evaluation
The literature on the evaluation of language teaching programs has focused almost entirely on specific issues of methodology and measurement. This article presents a generalized model for ESL program evaluation. The context-adaptive model consists of a series of seven steps designed to guide the program evaluator through consideration of the issues, information, and design elements necessary for a thorough evaluation. These steps are illustrated …
Two Commentaries on Brian K. Lynch's "A Context-Adaptive Model of Program Evaluation". The Author Responds
Response to Henning
Person dimensionality in language test validation
In an attempt to extend our knowledge about potential implications of person dimensionality for language test validation, the study reported here was designed: (1) to identify person similarities in a language proficiency testing data set; (2) to attempt to relate such person dimensions to demographic information on the persons so as to provide appropriate labels for the dimensions; and (3) to investigate differential item functioning for the per…
Task and ability analysis as a basis for examining content and construct comparability in two EFL proficiency test batteries
This paper describes the content analysis undertaken as part of the Cambridge- TOEFL comparability study, the purpose of which is to examine the compara bility of two EFL test batteries
A criterion-referenced measurement approach to ESL achievement testing
The distinction between norm-referenced measurement (NRM) and criterion-referenced measurement (CRM) has become recognized as an issue in second-language testing. Traditional methods used to determine the reliability and validity of a test, as well as to analyse items for test improvement have been based on NRM principles. These traditional methods are not entirely appropriate for criterion-referenced tests designed to measure course achievement.…
Portfolios, Power, and Ethics
Portfolios have been used in a variety of ways for assessing student work. In education, generally, and more specifically in second language education, portfolios have been associated with alternative assessment (Darling-Hammond, 1994; Hamayan, 1995; Shohamy, 1996; Wolf, Bixby, Glenn, & Gardener, 1991). This article defines alternative assessment as representing a paradigm and culture that is different from traditional testing, requiring a differ…
Criterion-Referenced Language Test Development
In discussing the use of both criterion-referenced measurement and norm-referenced measurement techniques for item analysis, Brown (1989) has called for strengthening the relationship between testing and the curriculum. Alderson and Wall (1993) have pointed out the need for actual studies on the existence of washback, or the influence of tests on teaching. This article answers those calls by presenting criterion-referenced language test developme…
A Context-Adaptive Model for Program Evaluation
The literature on the evaluation of language teaching programs has focused almost entirely on specific issues of methodology and measurement. This article presents a generalized model for ESL program evaluation. The context-adaptive model consists of a series of seven steps designed to guide the program evaluator through consideration of the issues, information, and design elements necessary for a thorough evaluation. These steps are illustrated …
A criterion-referenced measurement approach to ESL achievement testing
The distinction between norm-referenced measurement (NRM) and criterion-referenced measurement (CRM) has become recognized as an issue in second-language testing. Traditional methods used to determine the reliability and validity of a test, as well as to analyse items for test improvement have been based on NRM principles. These traditional methods are not entirely appropriate for criterion-referenced tests designed to measure course achievement.…
Person dimensionality in language test validation
In an attempt to extend our knowledge about potential implications of person dimensionality for language test validation, the study reported here was designed: (1) to identify person similarities in a language proficiency testing data set; (2) to attempt to relate such person dimensions to demographic information on the persons so as to provide appropriate labels for the dimensions; and (3) to investigate differential item functioning for the per…
Task and ability analysis as a basis for examining content and construct comparability in two EFL proficiency test batteries
This paper describes the content analysis undertaken as part of the Cambridge- TOEFL comparability study, the purpose of which is to examine the compara bility of two EFL test batteries
Response to Henning
A Context-Adaptive Model for Program Evaluation
The literature on the evaluation of language teaching programs has focused almost entirely on specific issues of methodology and measurement. This article presents a generalized model for ESL program evaluation. The context-adaptive model consists of a series of seven steps designed to guide the program evaluator through consideration of the issues, information, and design elements necessary for a thorough evaluation. These steps are illustrated …
Two Commentaries on Brian K. Lynch's "A Context-Adaptive Model of Program Evaluation". The Author Responds
Longman Keys to Language Teaching Series
Criterion-Referenced Language Test Development
In discussing the use of both criterion-referenced measurement and norm-referenced measurement techniques for item analysis, Brown (1989) has called for strengthening the relationship between testing and the curriculum. Alderson and Wall (1993) have pointed out the need for actual studies on the existence of washback, or the influence of tests on teaching. This article answers those calls by presenting criterion-referenced language test developme…
Investigating variability in tasks and rater judgements in a performance test of foreign language speaking
Much of the recent debate that has surrounded the development and use of 'performance', or 'communicative' language tests has focused on a supposed trade-off between two sets of desirable qualities: correspondence between test tasks and test performance to nontest language use for content relevance; and reliability of scores derived from test performance. One area that has been of particular concern with performance tests is the potential variabi…
In search of the ethical test
The central question to be addressed here is whether any test can be defended as ethical, or moral. Ethicality is defined in terms of issues such as harm, consent, confidentiality of data and fairness. Frameworks for determining equity of edu cational opportunity are presented and discussed. A statewide assessment project in Victoria, Australia (the Learning Assessment Project) is then examined in relation to these concerns, and the possibility o…
Using G-theory and Many-facet Rasch measurement in the development of performance assessments of the ESL speaking skills of immigrants
Second language performance tests, through the richness of the assessment context, introduce a range of facets which may influence the chances of success of a candidate on the test. This study investigates the potential roles of Generalizability theory (G-theory) (Brennan, 1983; Shavelson and Webb, 1991) and Many-facet Rasch measurement (Linacre, 1989; Linacre and Wright, 1993; McNamara, 1996) in the development of such a performance-based assess…
Rethinking assessment from a critical perspective
This article examines language assessment from a critical perspective, defining critical in a manner similar to Pennycook (1999; 2001). I argue that alternative assessment, as distinct from testing, offers a partial response to the challenges presented by a critical perspective on language assessment. Shohamy’s (1997; 1999; 2001) critical language testing (CLT) is discussed as an adequate response to the critical challenge. Ultimately, I argue th…
Language Assessment and Program Evaluation
Portfolios, Power, and Ethics
Portfolios have been used in a variety of ways for assessing student work. In education, generally, and more specifically in second language education, portfolios have been associated with alternative assessment (Darling-Hammond, 1994; Hamayan, 1995; Shohamy, 1996; Wolf, Bixby, Glenn, & Gardener, 1991). This article defines alternative assessment as representing a paradigm and culture that is different from traditional testing, requiring a differ…
Teaching economics using scenes from Superstore
Superstore follows a group of employees working at Cloud 9, a fictional big-box retailer in Missouri. The television show aired on NBC for six seasons and offers economic educators an abundance of scenes that can be used to teach undergraduate economics. All of the scenes mentioned in the lesson plans, and many more, are freely available online on the Teaching with Superstore website. A benefit of using a show like Superstore to teach economics i…
Psychology (15 works) · Computer Science (9 works) · Mathematics education (9 works) · EFL/ESL Teaching and Learning (8 works) · Language assessment (7 works) · Linguistics (6 works) · Sociology (6 works) · Student Assessment and Feedback (6 works) · Philosophy (5 works) · Developmental psychology (4 works)