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Testing, assessment, and evaluation ...

Alobaid, Adnan.

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Testing, assessment, and evaluation in language programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Testing, assessment, and evaluation in language programs./
作者:	Alobaid, Adnan.
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10124783
ISBN:	9781339828817

Testing, assessment, and evaluation in language programs.
Alobaid, Adnan.

Testing, assessment, and evaluation in language programs. - 207 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2016.

This three-article dissertation addresses three different yet interrelated topics: language testing, assessment, and evaluation. The first article (Saudi Student Placement into ESL Program Levels: Issues beyond Test Criteria) addresses a crucial yet understudied issue concerning why lower-level ESL classes typically contain a disproportionate number of Saudi students. Based on data obtained from different stakeholders, the findings revealed that one-third of the study students intentionally underperformed on ESL placement tests. However, ESL administrators participating in this study provided contradicting findings.

ISBN: 9781339828817Subjects--Topical Terms:

524476
Linguistics.

Testing, assessment, and evaluation in language programs.
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500 $a Adviser: Suzanne Panferov.
502 $a Thesis (Ph.D.)--The University of Arizona, 2016.
520 $a This three-article dissertation addresses three different yet interrelated topics: language testing, assessment, and evaluation. The first article (Saudi Student Placement into ESL Program Levels: Issues beyond Test Criteria) addresses a crucial yet understudied issue concerning why lower-level ESL classes typically contain a disproportionate number of Saudi students. Based on data obtained from different stakeholders, the findings revealed that one-third of the study students intentionally underperformed on ESL placement tests. However, ESL administrators participating in this study provided contradicting findings.
520 $a The second article explores the efficacy of (Integrating Self-assessment Techniques into L2 Classroom Assessment Procedures) by examining the accuracy of CEFR self-assessment rubric compared to students' TOEFL scores, and the extent to which gender and levels of language proficiency cause any potential score underestimation. By obtaining data from 21 ESL students attending the Center for English as a Second Language at University of Arizona, the findings revealed no statistically significant correlations between participants' self-assessed scores and their TOEFL scores. However, the participants reported that the CEFR self-assessment rubric is accurate in measuring their levels of language proficiency.
520 $a On the other hand, the third article (Quality Assurance and Accreditation as Forms for Language Program Evaluation: A Case Study of Two EFL Departments in A Saudi University) provides a simulated program evaluation based on an integrated set of standards of the NCAAA (the National Commission for Academic Accreditation and Assessment) and CEA (the Commission on English Language Program Accreditation). The findings indicated that the standards of the mission, curriculum, student learning outcomes, and program development, planning, and review, were partially met, whereas the standards of teaching strategies, assessment methods, and student achievement were not.
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