Testing for Language Teachers: Testing as problem solving: an overview of the book
By A. Hughes. 2002
1,872 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/c7773627dc472885faea271bc02edeae8feda6c9
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Citations in the corpus
- Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability (2015, background): “For example, program administrators and teachers can determine the type of future instruction that is necessary for the students (Hughes, 1989; Lee & Sawaki, 2009a).”
- Diagnosing Foreign Language Proficiency: The Interface between Learning and Assessment (2005, background): “Hughes (1989) considers that the diagnosis of linguistic strengths and weaknesses is very difficult:”
- The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing (2018, background): “Hughes (1996) mentions some factors to write good instruction.”
- Snares and silver bullets: disentangling the construct of formative assessment (2000, background): “For example, in a chapter ‘teaching and testing’ (Hughes, 1990), no mention is made of the functions of formative assessment.”
- Washback of an oral assessment system in the EFL classroom (2010, background): “Similarly, to overcome obstacles toward positive washback, many ELT specialists recommend improving examination systems by ensuring congruity between curriculum objectives and exams, authenticity of tasks, detailed score reporting, teachers and students’ increased understanding of the assessment cri”
- Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles (2015, background): “Thus, although Hughes (2003) claims that “the usefulness (and indeed the feasibility) of a general diagnostic test of vocabulary is not readily apparent ... we would not normally require, or expect, a particular set of lexical items to be a prerequisite for a particular language class” (p. 179), we ”
- Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners’ motivation through games, songs, and stories (2014, methodology): “Young learners are by definition between the ages of approximately five and twelve (Hughes 2003; McKay 2006).”
- Textbook trends in teaching language testing (2008, background): “Thus in language testing we see the explosion of communicative language teaching with Carroll and Hall’s (1985) teachers’ guide alongside a growth in more general textbooks such as Madsen (1983), Hughes (1989) and the earlier Heaton (1975).”
- Effect of Frequency and Idiomaticity on Second Language Reading Comprehension. (2011, methodology): “6 A test item’s facility value is calculated by dividing the number of participants who answered that item correctly by the total number of participants (Hughes, 2003).”
- Aiming for positive washback: a case study of international teaching assistants (2006, background): “…consequences for teaching methodology and syllabus content (Vernon, 1956; Wiseman, 1961), others look at tests more positively with important implications for curriculum and as potential instruments for educational reform (Swain, 1985; Alderson, 1986; Pearson, 1988; Hughes, 1989; among others).”
- Language Testing and Validation: An Evidence-Based Approach (2004, background): “…associated with effects on teachers, learners (Buck, 1988; Messick, 1994; Shohamy, 2001), parents (Pearson, 1988), administrators, textbook writers (Hughes, 2003), instruction (Bachman, 1990; Chapelle and Douglas, 1993; Weigle, 2002), the classroom (Buck, 1988), classroom practice (Berry, 1994),…”