|
References Cited |
|
American Council on the Teaching of Foreign Languages. (1999). ACTFL performance guidelines for K-12 learners. Yonkers, NY: ACTFL. Alderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press. Alderson, J.C. & Lukmani, Y. (1989). Cognition and reading: Cognitive levels as embodied in test questions. Reading in a Foreign Language, 5 (2), 253-270. Allan, A. (1992). Development and validation of a scale to measure test-wiseness in EFL/ESL reading test takers. Language Testing, 9 (2), 101-122. Applebee, A.N. (2000). Alternative models of writing development. Available online: http://cela.albany.edu/publication/article/writing.htm. Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press. Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press. Bloom, B.S. et al. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. NY: David McKay. Brindley, G. (1989). Assessing achievement in the learner-centred curriculum. Sydney: NCELTR, Macquarie University. Brown, J. D. (2001). Pragmatic tests: Different purposes, different tests. In G. Kasper & K. R. Rose (Eds.), Pragmatics in language teaching (pp. 301-325). Cambridge: Cambridge University Press. Brown, J. D. (Ed.) (1998). New ways of classroom assessment. Alexandria, VA: Teachers of English to Speakers of Other Languages. Brown, A.L. & Day, J.D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second-language teaching and testing. Applied Linguistics, 1 (1), 1-47. Canale, M. (1983). On some dimensions of language proficiency. In J. W. Oller, Jr. (ed.), Issues in language testing research (pp. 333-342). Rowley, MA: Newbury House. Cohen, A. D. (1984). On taking language tests: What the students report. Language Testing, 1 (1), 70-81. Cohen, A. D. (1986). Mentalistic measures in reading strategy research: Some recent findings. The ESP Journal, 5 (2), 131-145. Cohen, A. D. (1987). Studying language learning strategies: How do we get the Information? In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 31-40). Englewood Cliffs, NJ: Prentice-Hall International. Cohen, A. D. (1993). The role of instructions in testing summarizing ability. In D. Douglas & C. Chapelle (eds.), A new decade of language testing research (pp. 132-160). Arlington, VA: TESOL. Cohen, A. D. (1994a). Assessing language ability in the classroom. 2nd Edition. Boston: Newbury House/Heinle & Heinle. Cohen, A. D. (1994b). English for academic purposes in Brazil: The use of summary tasks. In C. Hill & K. Parry (Eds.), From testing to assessment: English as an international language (pp. 174-204). London: Longman. Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow, Essex: Longman. Cohen, A. D., & Aphek, E. (1979). Easifying second language learning. (A research report under the auspices of Brandeis University and submitted to the Jacob Hiatt Institute, Jerusalem.) Educational Resources Information Center, ERIC ED 163 753. Cohen, A. D., Glasman, H., Rosenbaum-Cohen, P. R., Ferrara, J., & Fine, J. (1979). Reading English for specialized purposes: Discourse analysis and the use of student informants. TESOL Quarterly, 13 (4), 551-564. Cohen, A. D., & Hosenfeld, C. (1981). Some uses of mentalistic data in second-language research. Language Learning, 31 (2), 285-313. Douglas, D. (2000). Assessing languages for specific purposes. Cambridge, UK: Cambridge University Press. Dunkel, P. A. (1999). Considerations in developing or using second/foreign language proficiency computer-adaptive tests. Language Learning & Technology , 2(2), 77-93. Eighmey's Think Tank. The function of rubrics. Fiderer, A. (1999). 40 rubrics & checklists to assess reading and writing. New York: Scholastic. Fransson, A. (1984). Cramming or understanding? Effects of intrinsic and extrinsic motivation on approach to learning and test performance. In Alderson, J.C. & Urquhard, A.H. (Eds.), Reading in a foreign language (pp. 86-121). London: Longman. García Mayo, M. & García Lecumberri, M. (Eds.) (2003). Age and the acquisition of English as a foreign language. Clevedon, England: Multilingual Matters. Genesee, F. and J. Upshur. (1996). Classroom-based evaluation in second language education. Cambridge: Cambridge University Press. Glissan, E. W. (Ed), Adai-Hauck, B., Koda, K., Sandrock, S. P., & Swender, E. (2003). ACTFL Integrated Performance Assessment. New York: American Council on the Teaching of Foreign Languages. Goodrich Andrade, H. (1997). Understanding rubrics. Originally published in Educational Leadership, 54(4). Available online: http://www.middleweb.com/rubricsHG.html. Green, A. J. F. (1998). Using verbal protocols in language testing research: A handbook. Cambridge, UK: Cambridge University Press. Hamp-Lyons, L. (1991). Scoring procedures for ESL contexts. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 241-276). Norwood, NJ: Ablex. Hamp-Lyons, L., Condon, W., & Farr, M. (Eds.), (2000). Assessing the portfolio : Principles for practice, theory, and research (written language). Cresskill, NJ: Hampton Press. Hudson, T., Detmer, E., & Brown, J. D. (1995). Developing prototypic measures of cross-cultural pragmatics. Technical Report #7. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawai’i at Manoa. Hughey, J.B., D.R. Wormuth, V.F. Hartfiel, and H.L. Jacobs. (1983). Teaching ESL composition: Principles and techniques. Rowley, MA: Newbury House. Jacobs, H.L. Zinkgraf, S.A., Wormuth, D.R., Hartfiel, V.F., & Hughey, J.B. (1981). Testing ESL composition. Rowley, MA: Newbury House. Kasman Valenza, J. (2000). Students and teachers alike can benefit from rubrics: Selections from an interview with Dr. Andi Stix. Available online: http://www.interactiveclassroom.com/article_02.html. Kintsch, W. & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394. Klee, C.A., D.J. Tedick, and A.D. Cohen. (1995, March). Content-based instruction in Spanish, French, and German at the University of Minnesota: The development and evaluation of a new program. Paper presented at the American Association of Applied Linguistics, Long Beach, CA. Laufer-Dvorkin, B. (1991). Similar lexical forms in interlanguage. Tübingen, Germany: Gunter Narr. Lewkowicz, Jik. A. (1997). Authentic for whom? Does authenticity really matter? In V. K. L. K.-S. a. S. L. A. Huhta (Eds.), Current developments and alternatives in language assessment – Proceedings of LTRC 96 (pp. 165-184). Jyväskylä, Finland: University of Jyväskylä and University of Tampere. Lloyd-Jones, R. (1977). Primary trait scoring. In C.R. Cooper & L. Odell (Eds.), Evaluating writing: Describing, measuring, judging (pp. 33-66). Urbana, IL: National Council of Teachers of English. Marinova-Todd, S. H., Marshall, D. B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9-34. McNamara, T. (1996). Measuring second language performance. London: Longman. Moskal, B.M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation, 7(3). Muller, J. (2002). Authentic assessment toolbox. Available online: http://jonathan.mueller.faculty.noctrl.edu/toolbox/. Norris, J. M., Brown, J. D., Hudson, T., & Yoshioka, J. (1998). Designing second language performance assessments. Technical Report #18. Hawai'i: Second Language Teaching & Curriculum Center, University of Hawai'i Press. Omaggio, A. (1986). Teaching Language in Context. Boston: Heinle & Heinle. Petersen, W. (1999). 50 French oral communication activities with mini-rubrics. Auburn Hills, MI: Teacher's Discovery. Radford, J. (1974). Reflections on introspection. American Psychologist, 29 (4), 245-250. Read, J. (2000). Assessing vocabulary. Cambridge, UK: Cambridge University Press. Sandrock, P. (2002). Planning guide for learning world languages. Wicsonsin Department of Public Instruction. Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Essex: Pearson Education. Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The Reading Matrix, 1 (1), 8 pp. SRI International: Center for Technology in Learning. (1997-2002). PALS guide. Available online: http://pals.sri.com/guide/index.html. Taggart, G.L., S.J. Phifer, J.A. Nixon, and M. Wood. (1998). Rubrics: A handbook for construction and use. Lancaster, PA: Technomic Publishing Company. TeacherVision.com. (2000-2002). The advantages of rubrics: Part one in a five-part series. Available online: http://www.teachervision.com/lesson-plans/lesson-4522.html. Tedick, D.J. (2002). Proficiency-oriented language instruction and assessment: Standards, philosophies, and considerations for assessment. In Minnesota Articulation Project, D. J. Tedick (Ed.), Proficiency-oriented language instruction and assessment: A curriculum handbook for teachers (Rev Ed.). CARLA Working Paper Series. Minneapolis, MN: University of Minnesota, The Center for Advanced Research on Language Acquisition. Underhill, N. (1987). Testing spoken language. Cambridge: Cambridge University Press. Upton, T. A. (1997). First and second language use in reading comprehension strategies of Japanese ESL students. TESL-EJ, 3 (1), 22 pp. Upton, T. A. (1998). "Yuk, the skin of insects!" Tracking sources of errors in second language reading comprehension. Journal of College Reading and Learning, 29 (1), 5-20. Upton, T. A. & Lee-Thompson, Li-Chun. (2001). The role of the first language in second language reading. Studies in Second Language Acquisition, 23 (4), 469-495. Valette, R. M. (1969). Directions in foreign language testing. NY: Modern Language Association. Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria: Association for Supervision and curriculum Development. |
|
|