The Development of a Common Framework Scale of Language Proficiency
| Основен автор: | North, Brian. |
|---|---|
| Формат: | Електронен |
| Език: | English |
| Публикувано: |
New York :
Lang, Peter, Publishing Inc.,
2012.
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| Предмети: | |
| Онлайн достъп: |
http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=542759 |
| Подобни документи: |
Print version::
Development of a Common Framework Scale of Language Proficiency. |
Съдържание:
- List of Figures xi; List of Tables xiii; Preface xv; List of Abbreviations xvii; Introduction 1; The Common European Framework 1; Scaling Proficiency Descriptors 3; The Context of the Study 4; 1. Language Proficiency Scales 9; Definitions 11; Attractions 11; Origins 13; Purposes 17; Types 21; Metaphors for Scales 23; Descriptions of Behaviour and Behavioural Objectives 25; Difficulties with Common Framework Scales 28; 2. Description 41; Definitions of Language Proficiency 41; Interpretations of Communicative Competence 43; Competence and Proficiency 47.
- The Native Speaker as Criterion 54User Perspectives 60; Categories for Communicative Language Proficiency 62; Categories for Communicative Activity 98; A Unitary Competence: Holistic Approaches 115; Towards Balanced Scale Categories 123; Summary on Description Issues 128; 3. Measurement 131; Criterion-referenced Assessment 131; The Development of Behaviourally-based Assessment Scales 139; Uniformity of Scales and Grids 146; Dimensionality 149; Types of Measurement Scales 153; Essentials of a Valid Measurement Scale 156; Common Methods of Scale Construction 161; The Rasch Measurement Model 162.
- Developing a Framework Scale with the Rasch Model 166The Many-faceted Rasch Model 175; Summary on Measurement Issues 179; 4. Developing a Descriptor Pool 181; Provisional Categories 182; Provisional Levels 183; Editing 184; Pre-testing Workshops with Teachers 185; 5. Data Collection and Correction 193; Connecting Questionnaires 194; Rating Conference 198; Rating Scale 206; Subjects 207; Problems with the Analysis 208; 6. Constructing the Scale 223; Analysis Specifications and Data Organisation 223; FACETS Output 225; Investigating Use of the Rating Scale 230.
- Dimensionality: Identifying Problematic Content Strands 233Refining the Dimension: Quality Control of Anchor Items 246; Investigating Variation across Sectors and Regions 255; Refining the Bank: Quality Control on Individual Descriptors 260; Establishing an Item Quality Hierarchy 268; 7. Interpreting the Scale 271; Setting Cut-offs between Levels 271; Scale Shrinkage 283; Content Coherence 285; Progression in Proficiency 290; 8. Learner Achievement 311; Decisions on Data Inclusion 311; Analysis 316; Achievement in Educational Sectors 322; Learner Calibrations from Two Data Sets 329.
- Concurrent Validity 3319. Conclusions 335; Project Results 335; Replication in Year 2 338; Conclusions in Relation to the Rasch Model 341; Conclusions in Relation to Descriptors 343; Areas for Follow up and Further research 346; Appendices 351; Appendix 1: Sample Data Collection Questionnaire 351; Appendix 2: Sample Rating Conference Mini-questionnaire 357; Appendix 3: Vertical Scale of Descriptors with Fit and SEM 358; Appendix 4: Classified Scales of Descriptors with Sources 386; References 417.