The Alternatives in Language Assessment JAMES D. BROWN and THOM HUDSON University of Hawai‘i Language testing differs from testing in other content areas because language teachers have more choices to make. The purpose of this article is to help language teachers decide what types of language tests to use in their particular institutions and classrooms for their specific purposes. The various kinds of language assessments are classified into three broad categories: (a) selected-response assessments (including true-false matching and multiple-choice assessments); (b) constructedresponse assessments (including fill-in short-answer and performance assessments); and (c) personal-response assessments (including conference portfolio and self- or peer assessments). For each assessment type we provide a clear definition and explore its advantages and disadvantages. We end the article with a discussion of how teachers can make rational choices among the various assessment options by thinking about (a) the consequences of the washback effect of assessment procedures on language Washback effects of college entrance examinations on language learning strategies. JACET Bulletin 23 175–194. Watanabe Y. (1996a). Does grammar translation come from the entrance examination? Preliminary findings from classroom-based research. Language Testing 13 318–333. Watanabe Y. (1996b). Investigating washback in Japanese EFL classrooms: Problems and methodology. Australian Review of Applied Linguistics 13 208–239. Westdorp H. (1982). Backwash effects of language testing in primary and secondary education. Unpublished manuscript University of Amsterdam Stichting Center for Educational Research. Wiggins G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan 70 703–713. Wolf D. P. (1989). Portfolio assessment: Sampling student work. Educational Leadership 46 35–39. Yamashita S. O. (1996). Six measures of JSL pragmatics. Honolulu: University of Hawai‘i Press. Yen W. M. (1997). The technical quality of performance assessments: Standard errors of percents of pupils reaching standards. Educational Measurement: Issues and Practice 16(3) 5–15. ALTERNATIVES IN LANGUAGE ASSESSMENT 675 [...]
Second language learning. About, "The Alternatives in Language Assessment." The alternative forms presented here are by like fill-in the blanks with grammatical or lexical forms, translate sentences are inn no means unique, they are some of the more common examples but there are many more.