Diagnosing Foreign Language Proficiency: The Interface between Learning and Assessment

By J. Alderson. 2005

444 citations recorded by the source corpus.

Subfields: Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/607835080026c99d432149724430331c902947e3

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In Literature and Literary Theory

Citations in the corpus

Assessing Integrated Writing Tasks for Academic Purposes: Promises and Perils (2013, background): “Alderson (2005) and Knoch (2009) have begun to address these matters comprehensively for language tests.”
Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment (2011, methodology): “DIALANG, a self-assessment system developed under the auspices of the Council of Europe, using the same six level labels as the CEFR (Alderson, 2005), deﬁnes reading at the C2 level as “I can understand and interpret practically all forms of written language including abstract, structurally…”
Current Issues in Competence Modeling and Assessment (2008, background): “Nevertheless, some research progress has been made in specific domains, such as foreign languages in the context of the Common European Framework of Reference (Alderson, 2005; Alderson et al., 2005; Gogolin, 2002), or in the area of mathematical modeling (e.”
Analysing Tests of Reading and Listening in Relation to the Common European Framework of Reference: The Experience of The Dutch CEFR Construct Project (2006, background): “The experience of several previous projects, including the European Commission–funded DIALANG Project (Alderson, 2005; Alderson & Huhta, 2005), suggested that the CEFR in its current form may not provide sufficient theoretical and practical guidance to enable test specifications to be drawn up for e”
Towards a Theory of Diagnosis in Second and Foreign Language Assessment: Insights from Professional Practice Across Diverse Fields (2015, background): “This may connect more closely with diagnosis in the SFL classroom than with large-scale diagnostic enterprises such as DIALANG, DELNA, or DELTA.”
Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles (2015, background): “There have been several studies which have examined the diagnosis of listening post-hoc through the use of statistical models (e.g., Buck & Tatsuoka, 1997; Lee & Sawaki, 2009), and Alderson (2005) has written about the development of the listening section of DIALANG.”
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “The importance of VK can also be demonstrated by its correlation with L2 reading (e.g. Alderson, 2005; Jeon & Yamashita, 2014; Lervåg & Aukrust, 2010) and listening (Andringa et al., 2012; Matthews, 2018; Matthews & Cheng, 2015; McLean, Kramer, & Beglar, 2015; Vandergrift & Baker, 2015; Vandergrift…”
Assessment Literacy of Foreign Language Teachers: Findings of a European Study (2014, background): “Alderson (2005), for example, maintains that “tests made by teachers are often of poor quality, and the insight they could offer into achievement, progress, strengths and weaknesses is usually very limited indeed” (p. 4). Leung (2005) also observes that “teachers’ own professional knowledge about th”
Diagnostic assessment of writing: A comparison of two rating scales (2009, methodology): “Alderson (2005) compiled a list of features which distinguish diagnostic tests from other types of tests.”