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XIII. Annotated Bibliography OUR "TOP 10" BOOKS ON CLASSROOM ASSESSMENT
Alderson, J. Charles, Caroline Clapham and Dianne Wall. 1995.
Test Construction and Evaluation. Cambridge, U.K.: Cambridge University Press.This volume describes and illustrates principles of test design, construction and evaluation. Each chapter deals with one stage of the test construction process. The final chapter examines current practice in EFL assessment.
Bachman, Lyle F. 1990. Fundamental Considerations in Language Testing.
Oxford, U.K.: Oxford University Press.This book explores the basic considerations that underlie the practical development and use of language tests; the nature of measurement, the contexts that determine the use of language tests, and the nature of both the language abilities to be measured and the testing methods that are used to measure them. Bachman also provides a synthesis of testing research.
Bachman, Lyle F. and Adrian S. Palmer. 1996. Language Testing in Practice:
Designing and Developing Useful Language Tests. Oxford, U.K.: Oxford University Press.This book relates language testing practice to current views of communicative language teaching and testing. It builds on the theoretical background set forth in Bachman's 1990 volume. The authors discuss the design, planning and organization of tests.
Cohen, Andrew D. 1994. Assessing Language Ability in the Classroom.
Boston, MA.: Heinle and Heinle Publishers.This second edition presents various principles for guiding teachers through the assessment process (dictation, cloze summary, oral interview, roleplays, portfolio assessment). Cohen deals with issues in assessment, not just with testing. He also examines the test-taking process and presents up-to-date topics in language assessment.
Genesee, Fred and John A. Upshur. 1996. Classroom-Based Evaluations in
Second Language Education. Cambridge, U.K.: Cambridge University Press.The authors emphasize the value of classroom-based assessment as a tool for improving both teaching and learning. The book is non-technical and presupposes no specialized knowledge in testing or statistics. The suggested assessment procedures are useful for a broad range of proficiency levels, teaching situations, and instructional approaches.
Hancock, Charles (Ed.). 1994. Teaching, Testing and Assessment: Making
the Connection. Northeast Conference Reports. Chicago, IL.: National Textbook Company.This edited volume explores the ways in which foreign language teaching professionals answer the question "Do my teaching, testing and assessment match?". Selected authors in the field review the relationship between teaching, testing and assessment. Subsequent chapters review these concepts as they pertain to the various skill areas.
Harris, Michael and Paul McCann. 1994. Assessment. Oxford, U.K.:
Heinemann Publishers.This volume examines the areas of formal and informal assessment as well as self-assessment. Within each section, practical guidance is given on the issues of purpose, timing, methods and content. The ready-to-use materials include model tests, self-assessment and assessment instruments which teachers can adapt to suit their instructional context.
Heaton, J. B. 1988. Writing English Language Tests. Harlow, England:
Longman Press.This volume gives detailed and practical suggestions on methods of classroom testing and shows how both students and teachers can gain the maximum benefit from testing. Examples of useful testing techniques are included as well as practical advice on using them in the classroom.
Hughes, Arthur. 1989. Testing for Language Teachers. Cambridge, U.K.:
Cambridge University Press.This practical guide is designed for teachers who want to have a better understanding of the role of testing in language teaching. The principles and practice of testing are presented in a logical, accessible way and guidance is given for teachers who devise their own tests.
Weir, Cyril. 1993. Understanding and Developing Language Tests.
Hertfordshire, UK: Prentice Hall.This book is designed for language teachers, teacher educators, and language teacher trainees interested in the theory and practice of language tests. The book takes a critical look at a range of published exams and helps readers understand not only how tests are-and should be-constructed, but how they relate to classroom teaching.
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