Geoff Brindley
Biographic Data
| ID | 5998903 |
|---|---|
| NAME | Geoff Brindley |
| GIVEN NAMES | Geoff |
| FAMILY NAME | Brindley |
| SIGNATURE | BRINDLEY G |
| AFFILIATIONS | Macquarie University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 0 |
Task‐Based Assessment
Task‐based assessment (TBA) is defined by Brindley (1994, p. 74) as “the process of evaluating, in relation to a set of explicitly stated criteria, the quality of the communicative performances elicited from learners as part of goal‐directed, meaning‐focused language use requiring the integration of skills and knowledge.”
Exploring task difficulty in ESL listening assessment
This article reports on an exploratory study that investigated the comparability of listening assessment tasks used to assess and report learning outcomes of adult ESL learners in Australia. The study focused on the effects of task characteristics and task conditions on learners’ performance in competency-based listening assessment tasks that require learners to demonstrate specific listening behaviours. Key variables investigated included the na…
Outcomes-based assessment in practice
The implementation of outcomes-based assessment and reporting systems in educational programs has been accompanied by a range of political and technical problems, including tensions between the summative and formative purposes of assessment and doubts surrounding the validity and reliability of teacher-constructed assessment tasks. This article examines ways in which these problems have been manifested and addressed, using two recent examples fro…
Assessing Listening Abilities
Over the last two decades, research has highlighted the important role that listening plays in language acquisition (Brown and Yule 1983, Ellis, et al . 1994, Faerch and Kasper 1986, Feyten 1991, Long 1985), and listening comprehension skills have begun to receive a lot more systematic attention in language teaching classrooms. A wide range of books, articles, and materials aimed at assisting teachers to develop learners’ listening skills are now…
Outcomes-based assessment and reporting in language learning programmes
In recent years educational authorities in many countries have introduced outcomes-based assessment and reporting systems in the form of national standards, frameworks and benchmarks of various kinds which are used both for purposes of system accountability and for assessing individual progress and achievement in language learning. However, in some cases the introduction of these systems has proved problematic, owing to a number of political, tec…
Recent Publications on Statistics, Language Testing, and Quantitative Research Methods
Peer Reviewed
No prominent works on this page.
Recent Publications on Statistics, Language Testing, and Quantitative Research Methods
Peer Reviewed
Assessing Listening Abilities
Over the last two decades, research has highlighted the important role that listening plays in language acquisition (Brown and Yule 1983, Ellis, et al . 1994, Faerch and Kasper 1986, Feyten 1991, Long 1985), and listening comprehension skills have begun to receive a lot more systematic attention in language teaching classrooms. A wide range of books, articles, and materials aimed at assisting teachers to develop learners’ listening skills are now…
Outcomes-based assessment and reporting in language learning programmes
In recent years educational authorities in many countries have introduced outcomes-based assessment and reporting systems in the form of national standards, frameworks and benchmarks of various kinds which are used both for purposes of system accountability and for assessing individual progress and achievement in language learning. However, in some cases the introduction of these systems has proved problematic, owing to a number of political, tec…
Outcomes-based assessment in practice
The implementation of outcomes-based assessment and reporting systems in educational programs has been accompanied by a range of political and technical problems, including tensions between the summative and formative purposes of assessment and doubts surrounding the validity and reliability of teacher-constructed assessment tasks. This article examines ways in which these problems have been manifested and addressed, using two recent examples fro…
Exploring task difficulty in ESL listening assessment
This article reports on an exploratory study that investigated the comparability of listening assessment tasks used to assess and report learning outcomes of adult ESL learners in Australia. The study focused on the effects of task characteristics and task conditions on learners’ performance in competency-based listening assessment tasks that require learners to demonstrate specific listening behaviours. Key variables investigated included the na…
Task‐Based Assessment
Task‐based assessment (TBA) is defined by Brindley (1994, p. 74) as “the process of evaluating, in relation to a set of explicitly stated criteria, the quality of the communicative performances elicited from learners as part of goal‐directed, meaning‐focused language use requiring the integration of skills and knowledge.”
Psychology (5 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Second Language Learning and Teaching (4 works) · Student Assessment and Feedback (4 works) · Accountability (2 works) · Comparability (2 works) · Educational assessment (2 works) · Formative assessment (2 works) · Linguistics (2 works)