Criterion-Referenced Language Test Development

Linking Curricula, Teachers, and Tests

Bibliographic Data

ID10817243
AuthorsBrian K Lynch (The University of Melbourne), Fred Davidson (University of Illinois Urbana-Champaign)
Year1994
Volume28
Issue4
Pages727
Publication date1994-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTESOL Quarterly (JOURNAL)
Journal identifiersISSN: 0039-8322 • E-ISSN: 1545-7249
PublisherJSTOR (PUBLISHER)
DOI10.2307/3587557
OpenAlexW2143696525
LanguageEN
Citations received12
References cited9

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 development (CRLTD) as a means for linking ESL curricula, teacher experience, and language tests. CRLTD focuses on the generation of test specifications, as adapted from Popham (1978), and their refinement following the production of items or tasks from those specifications. Sample specifications are presented from university ESL/EFL programs at the University of Illinois, Urbana-Champaign, and the University of California, Los Angeles. CRLTD is elaborated further in the form of a workshop designed to translate curricular goals into test instruments with the active participation of teachers. The article concludes by examining data from teachers who have used CRLTD and with a discussion of its benefits as a proactive process for teaching and assessment

Criterion-referenced test · Curriculum · Language assessment · Mathematics education · Pedagogy · Standardized test · Test (biology) · EFL/ESL Teaching and Learning · Geology · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback

Tools

Open DOISci-Hub