Vol. 19 Supplementary: 20th Anniversary Special Issue

Abstract

Chapter 1: Historical Developments of JLTA 1 Kenji OHTOMO 2 Randy THRASHER 7 Chapter 2: JLTA and Language Assessment Studies 10 James Dean BROWN 11 Oryang KWON 12 Anthony GREEN 13 John READ 15 Fred DAVIDSON 16 David BEGLAR 18 Barry O'SULLIVAN 19 WonKey LEE 21 Katsunosuke NAMITA 21 Yuji NAKAMURA 22 Masayoshi KINOSHITA 24 Hiroshi IKEDA 26 Hiroyoshi HATORI 27 Masamichi TANAKA 28 Tadashi NORO 30 Yosuke YANASE 32 Chapter 3: Future of Language Assessment 33 3.1 Fundamental Considerations for Appropriate Test Uses 34 　3.1.1 Validity and Reliability 35 　3.1.2 Washback and Impact 41 　3.1.3 Fairness, Ethics and Standards 45 3.2 Principles of Appropriate Test Development and Use 49 　3.2.1 Test Purpose, Use, and Construct 50 　3.2.2 Test Specifications 56 　3.2.3 Test Format of Receptive Skills 61 　3.2.4 Test Format of Productive Skills 65 　3.2.5 Item Writing and Task Design 69 　3.2.6 Development of Rating Scales 73 　3.2.7 Human Scoring and Rater Training 77 　3.2.8 Test Standardization and Equating 81 　3.2.9 Validation 90 　3.2.10 Feedback on Test Results to Stakeholders 94 3.3 Assessing Language Knowledge and Skills 99 　3.3.1 Assessing Listening 100 　3.3.2 Assessing Reading 104 　3.3.3 Assessing Monologic Speaking 108 　3.3.4 Assessing Interactive Speaking 112 　3.3.5 Assessing Integrated Speaking 116 　3.3.6 Assessing Independent Writing 122 　3.3.7 Assessing Integrated Writing 128 　3.3.8 Assessing Vocabulary 132 　3.3.9 Assessing Grammar 138 　3.3.10 Assessing Spelling 142 　3.3.11 Assessing Pronunciation 146 　3.3.12 Assessing Second Language Japanese 150 3.4 New Directions for Assessment 155 　3.4.1 Can-Do Assessment 156 　3.4.2 Relating Assessment to Common European Framework of Reference 160 　3.4.3 Assessing Young Learners 165 　3.4.4 Assessing English Teachers 168 　3.4.5 Classroom-Based Assessment 173 　3.4.6 Specific Purposes Assessment 178 　3.4.7 Computer Adapted Testing [Theory] 182 　3.4.8 Computer Adapted Testing [Application] 186 3.5 Theories and Methods of Language Assessment 191 　3.5.1 Classical Test Theory 192 　3.5.2 Generalizability Theory 196 　3.5.3 Rasch Analysis for Dichotomous Items 201 　3.5.4 Multi-Faceted Rasch Analysis 207 　3.5.5 Item Response Theory 211 　3.5.6 Latent Rank Theory 217 　3.5.7 Cognitive Diagnostic Modeling 223 　3.5.8 Differential Item Functioning 228 　3.5.9 Confirmatory Factor Analysis 232 　3.5.10 Multilevel Analysis 236 　3.5.11 Meta-Analysis 240 　3.5.12 Qualitative Methods 244