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The Alternatives in Language Assessment: TESOL QUARTERLY Vol. 32, No. 4, Winter 1998
The Alternatives in Language Assessment: TESOL QUARTERLY Vol. 32, No. 4, Winter 1998
Language Assessment
JAMES D. BROWN and THOM HUDSON
University of Hawai‘i
ALTERNATIVES IN ASSESSMENT
1
For more information on standards setting, especially for performance assessments, see
Bond (1995), Brennan and Johnson (1995), Burger and Burger (1994), Green (1995), Guion
(1995), Jaeger (1995), Linn (1994), Linn and Burton (1994), Messick (1995), and Yen (1997).
2
Indeed, numerous other criteria exist for evaluating the quality and effectiveness of
assessments, such as consequences, fairness, transferability and generalizability, cognitive
complexity, content quality, and content coverage (see, for instance, Linn, Baker, & Dunbar,
1991).
3
This distinction between the labels alternative assessments and alternatives in assessment was
first suggested by our coauthor, John Norris, in Norris et al. (1998).
Selected-Response Assessments
Selected-response assessments present students with language mate-
rial and require them to choose the correct answer from among a limited
set of options. In selected-response assessments, students typically do not
create any language. Thus these assessments are most appropriate for
measuring receptive skills like listening and reading.
In general, selected-response assessments are relatively quick to ad-
minister. In addition, scoring them is relatively fast, easy, and relatively
objective. However, these assessments have two disadvantages: (a) They
are relatively difficult for the test writer to construct, and (b) they do not
require students to use any productive language. Three types of selected-
response assessments are commonly used: true-false, matching, and
multiple-choice.
True-False
Matching
Multiple Choice
Constructed-Response Assessments
Fill-In
Short Answer
Personal-Response Assessments
Conferences
Portfolios
Testing and curriculum very often do not match very well in language
programs. To correct such a situation, three sets of issues are worth
considering: the negative and positive consequences of washback, the
significance of feedback, and the importance of using multiple sources
of information.
4
Dan Douglas once considerably lightened the mood of a very serious meeting at
Educational Testing Service by referring to the washback effect as the bogwash effect.
CONCLUSION
In this article, we have organized and tried to expand the options that
teachers have in classroom assessment. Teachers and testers might better
be served by thinking of all types of language tests as alternatives in
THE AUTHORS
James Dean ( JD) Brown is Professor in the Department of ESL at the University of
Hawai‘i at Manoa. His research interests are language assessment, research design,
and curriculum development. He is the author, coauthor, or editor of eight books on
those topics. He has taught in the U.S., France, China, Saudi Arabia, and Japan.
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