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The cognitive validity of reading and writing tests designed for young learners

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

Abstract

The notion of cognitive validity becomes considerably more complicated when one extends it to tests designed for Young Learners. It then becomes necessary to take full account of the level of cognitive development of the target population (their ability to handle certain mental operations and not others). It may also be necessary to include some consideration of their level of linguistic development in L1: in particular, the degree of proficiency they may have achieved in reading and writing. This chapter examines the extent to which awareness of the cognitive development of young learners up to the age of 12 should and does influence the decisions made by those designing tests of second language reading and writing. The limitations and strengths of young learners of this age range are matched against the various processing demands entailed in second language reading and writing and are then related to characteristics of the Young Learners tests offered by the Cambridge English examinations.

Publication Information

Output type

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

Original language

English

Pages from-to (Number of pages)

Pages 202-269

Publication milestones

  • Published - 01/06/2018

Publication status

Published - 01/06/2018

Place of publication

Cambridge

Publisher

Cambridge University Press, United States, United Kingdom

Publication series

  • Publication series name: Studies in Language Testing
    Number: 47

ISBN (Print)

9781316638200

External Publication IDs

  • handle.net: 10547/623026

Host publication title

Examining Young Learners: Research and Practice in Assessing the English of School-age Learners