Some reflections on task-based language performance assessment

By Lyle F. Bachman. 2002

309 citations recorded by the source corpus.

Subfields: Artificial Intelligence, General Health Professions

View Paper: https://www.semanticscholar.org/paper/abe321ce1b2f9d726f666f182f69707c7576e50f

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Citations in the corpus

The English Proficiency of College and University Students in China: As Reflected in the CET (2006, background): “All over the world in recent years, well-established large-scale standardised EFL tests are responding effectively to the changing social needs by adopting, for example, a task-based performance assessment approach to its test development (Bachman, 2002).”
MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, background): “It is worth noting that cognitive demands or cognitive load is a multi-dimensional construct, which reflects the interaction between task-generated processing demands and learner abilities (Bachman, 2002; Paas & van Merriënboer, 1994). In other words, any measurement of cognitive load will be affect”
Validity in Language Testing: The Challenge of Sam Messick's Legacy (2006, background): “The completeness, thoroughness, and rigour of Bachman’s approach are striking, even daunting. One effect of such clarity is that hypothesised relationships can be validated from test performance data; the Bachman model is open to validation, one of Messick’s basic requirements. The explicitness also”
Q-Matrix Construction: Defining the Link Between Constructs and Test Items in Large-Scale Reading and Listening Comprehension Assessments (2009, result): “As pointed out by Bachman (2002 ), the results are difficult to generalize because of the diversity of the approaches taken to define and quantify the variables investigated by the previous researchers.”
Language Assessment Literacy: Implications for Language Teachers (2018, methodology): “For example, in descriptor one, one sub-component is knowledge of issues within task-based assessment, namely the discussion of taskcentered and construct-centered assessment in test design (Bachman, 2002). Lastly, this list includes statistical procedures (e.g., descriptor 55) teachers need not con”
Discourse synthesis in integrated second language writing assessment (2009, background): “Thus, processes that test takers use to approach various test tasks are a validity-related concern (Bachman, 2002, 2004; Cohen, 2007).”
Generalizability of writing scores: an application of structural equation modeling (2005, background): “This might provide us with some insights into the interaction between tasks and constructs (compare Bachman, 2002).”
Application of Three Cognitive Diagnosis Models to ESL Reading and Listening Assessments (2009, background): “(Also see Alderson, 2005a , 2005b , for discussion on challenges surrounding diagnostic language assessment in general and Bachman, 2002 , for fundamental issues associated with defining attributes/constructs in language assessment).”
Position paper: Moving task-based language teaching forward (2017, background): “Bachman (2002), in a discussion of task-based assessment, also questioned whether tasks should be defined as target tasks for all second language (L2) learners and argued that a needs-based approach is not always appropriate.”