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Adapting or developing source material for listening and reading tests

Research Output: Chapter in Book/Report/Conference proceeding Chapter Peer-review

Abstract

The ability to understand spoken or written language cannot be observed directly but must be inferred. In tests of reading and listening, test takers are given input in the form of texts or recordings of spoken language and are asked to perform tasks as evidence of their comprehension. This chapter traces how the choice of texts or recordings for use in such tests has been shaped by trends in language education. The last century saw a decisive movement away from translation and reading aloud toward the use of comprehension questions as evidence of understanding. Considerations in selecting and preparing material are outlined. Methods that have been used by developers to gauge the difficulty of texts and recordings are described. The role of item writers in shaping or adapting material for use in tests is discussed, and predictions are made about future developments, including a growing role for technology in the selection of material.

Publication Information

Output type

Research Output: Chapter in Book/Report/Conference proceeding Chapter Peer-review

Original language

English

Publication milestones

  • Published - 01/01/2013

Publication status

Published - 01/01/2013

Volume

II

Publisher

John Wiley & Sons Inc., Japan, Australia, United States, Canada, China, United Kingdom, Denmark

ISBN (Print)

9780470655337

ISBN (Electronic)

9781118411360

External Publication IDs

  • handle.net: 10547/338248
  • Scopus: 105026024928

Host publication title

The Companion to Language Assessment

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