A Design Framework for the ELTeach Program Assessments
dc.contributor.author | Young, John W. | en_US |
dc.contributor.author | Freeman, Donald | en_US |
dc.contributor.author | Hauck, Maurice C. | en_US |
dc.contributor.author | Gomez, Pablo Garcia | en_US |
dc.contributor.author | Papageorgiou, Spiros | en_US |
dc.date.accessioned | 2015-01-07T15:23:53Z | |
dc.date.available | WITHHELD_12_MONTHS | en_US |
dc.date.available | 2015-01-07T15:23:53Z | |
dc.date.issued | 2014-12 | en_US |
dc.identifier.citation | Young, John W.; Freeman, Donald; Hauck, Maurice C.; Gomez, Pablo Garcia; Papageorgiou, Spiros (2014). "A Design Framework for the ELTeach Program Assessments." ETS Research Report Series 2014(2): 1-29. | en_US |
dc.identifier.issn | 2330-8516 | en_US |
dc.identifier.issn | 2330-8516 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/109937 | |
dc.publisher | Wiley Periodicals, Inc. | en_US |
dc.subject.other | English‐For‐Teaching | en_US |
dc.subject.other | Teacher Professional Development | en_US |
dc.subject.other | ELTeach | en_US |
dc.subject.other | Teacher Professional Knowledge | en_US |
dc.subject.other | English Language Teaching | en_US |
dc.title | A Design Framework for the ELTeach Program Assessments | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/109937/1/ets212036.pdf | |
dc.identifier.doi | 10.1002/ets2.12036 | en_US |
dc.identifier.source | ETS Research Report Series | en_US |
dc.identifier.citedreference | Messick, S. ( 1989 ). Validity. In R. L. Linn (Ed.), Educational measurement ( 3rd ed., pp. 13 – 103 ). New York, NY: Macmillan. | en_US |
dc.identifier.citedreference | Kenyon, D. M. ( 2012 ). Using Bachman's assessment use argument as a tool in conceptualizing the issues surrounding linking ACTFL and CEFR. In E. Tschirner (Ed.), Aligning frameworks of reference in language testing: The ACTFL proficiency guidelines and the common european framework of reference for languages (pp. 23 – 34 ). Tübingen, Germany: Stauffenburg Verlag. | en_US |
dc.identifier.citedreference | Kolen, M. J., & Brennan, R. L. ( 2004 ). Test equating, linking, and scaling: Methods and practices ( 2nd ed. ). New York, NY: Springer‐Verlag. | en_US |
dc.identifier.citedreference | Larsen‐Freeman, D., & Freeman, D. ( 2008 ). Language moves: The place of “foreign” languages in classroom teaching and learning. Review of Research in Education, 32 ( 1 ), 147 – 186. | en_US |
dc.identifier.citedreference | Magnusson, S., Krajcik, J., & Borko, H. ( 1999 ). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess‐Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implication for science education (pp. 95 – 132 ). Dordrecht, The Netherlands: Kluwer Academic. | en_US |
dc.identifier.citedreference | McNamara, T. ( 2006 ). Validity in language testing: The challenge of Sam Messick's legacy. Language Assessment Quarterly, 3 ( 1 ), 31 – 51. | en_US |
dc.identifier.citedreference | Messick, S. ( 1996 ). Validity and washback in language testing. Language Testing, 13 ( 4 ), 241 – 256. | en_US |
dc.identifier.citedreference | Mislevy, R. J. ( 1994 ). Evidence and inference in educational assessment. Psychometrika, 59, 439 – 483. | en_US |
dc.identifier.citedreference | Mislevy, R. J., Almond, R. G., & Lukas, J. F. ( 2003 ). A brief introduction to evidence centered design (Research Report No. RR‐03‐16). Princeton, NJ: Educational Testing Service. http://dx.doi.org/10.1002/j.2333-8504.2003.tb01908.x | en_US |
dc.identifier.citedreference | Mislevy, R. J., Steinberg, L. S., & Almond, R. G. ( 1999 ). Evidence‐centered assessment design. Princeton, NJ: Educational Testing Service. | en_US |
dc.identifier.citedreference | Monte‐Sano, C., & Budano, C. ( 2013 ). Developing and enacting pedagogical content knowledge for teaching history: An exploration of two novice teachers' growth over three years. The Journal of the Learning Sciences, 22 ( 2 ), 171 – 211. | en_US |
dc.identifier.citedreference | Muraki, E. ( 1992 ). A generalized partial credit model: Application of an EM algorithm. Applied Psychological Measurement, 16 ( 2 ), 159 – 176. | en_US |
dc.identifier.citedreference | Sešek, U. ( 2007 ). English for teachers of EFL—Toward a holistic description. English for Specific Purposes, 26 ( 4 ), 411 – 425. | en_US |
dc.identifier.citedreference | Shulman, L. ( 1987 ). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 ( 1 ), 1 – 21. | en_US |
dc.identifier.citedreference | Stocking, M. L., & Lord, F. M. ( 1983 ). Developing a common metric in item response theory. Applied Psychological Measurement, 7 ( 2 ), 201 – 210. | en_US |
dc.identifier.citedreference | Toulmin, S. E. ( 2003 ). The uses of argument. Cambridge, England: Cambridge University Press. | en_US |
dc.identifier.citedreference | Turner‐Bisset, R. ( 1999 ). The knowledge bases of the expert teacher. British Educational Research Journal, 25 ( 1 ), 39 – 55. | en_US |
dc.identifier.citedreference | Van Driel, J. H., Verloop, N., & de Vos, W. ( 1998 ). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673 – 695. | en_US |
dc.identifier.citedreference | Wall, D. ( 2000 ). The impact of high‐stakes testing on teaching and learning: Can this be predicted or controlled? System, 28 ( 4 ), 499 – 509. | en_US |
dc.identifier.citedreference | Wall, D., & Alderson, J. C. ( 1993 ). Examining washback: The Sri Lankan impact study. Language Testing, 10 ( 1 ), 41 – 69. | en_US |
dc.identifier.citedreference | Wilson, S., Shulman, L., & Richert, A. ( 1987 ). ‘150 different ways’ of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104 – 124 ). London, England: Cassel. | en_US |
dc.identifier.citedreference | Zakeri, A., & Alavi, M. ( 2011 ). English language teachers' knowledge and their self‐efficacy. Journal of Language Teaching and Research, 2, 413 – 419. | en_US |
dc.identifier.citedreference | Abell, S. K., Rogers, M. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. ( 2009 ). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20 ( 9 ), 77 – 93. | en_US |
dc.identifier.citedreference | Bachman, L. F. ( 2005 ). Building and supporting a case for test use. Language Assessment Quarterly, 2 ( 1 ), 1 – 34. | en_US |
dc.identifier.citedreference | Bachman, L. F., & Palmer, A. S. ( 2010 ). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford, England: Oxford University Press. | en_US |
dc.identifier.citedreference | Ball, D. L., Hill, H. C., & Bass, H. ( 2005 ). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29, p. 4–17, 20–22, 43–46. | en_US |
dc.identifier.citedreference | Ball, D. L., Thames, M., & Phelps, G. ( 2008 ). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59 ( 5 ), 389 – 407. | en_US |
dc.identifier.citedreference | Beaton, A. E., & Allen, N. L. ( 1992 ). Interpreting scales through scale anchoring. Journal of Educational and Behavioral Statistics, 17, 191 – 204. | en_US |
dc.identifier.citedreference | Ben‐Peretz, M. ( 2011 ). Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27, 3 – 9. | en_US |
dc.identifier.citedreference | Birnbaum, A. ( 1968 ). Some latent trait models and their use in inferring an examinee's ability. In F. M. Lord & M. R. Novick (Eds.), Statistical theories of mental test scores (pp. 397 – 472 ). Reading, MA: Addison‐Wesley. | en_US |
dc.identifier.citedreference | Butler, Y. G. ( 2004 ). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38 ( 2 ), 245 – 278. | en_US |
dc.identifier.citedreference | Byrne, B. M. ( 2006 ). Structural equation modeling with EQS: Basic concepts, applications, and programming ( 2nd ed. ). Mahwah, NJ: Erlbaum. | en_US |
dc.identifier.citedreference | Cizek, G. J. ( 2012 ). Defining and distinguishing validity: Interpretations of score meaning and justifications of test use. Psychological Methods, 17 ( 1 ), 31 – 43. | en_US |
dc.identifier.citedreference | Cohen, D. K., Raudenbush, S. W., & Ball, D. L. ( 2003 ). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25 ( 2 ), 119 – 142. | en_US |
dc.identifier.citedreference | Connelly, M., & Clandinin, D. J. ( 1988 ). Teachers as curriculum planners: Narratives of experience. New York, NY: Teachers College Press. | en_US |
dc.identifier.citedreference | Consolo, D. A. ( 2006 ). On a (re)definition of oral language proficiency for EFL teachers: Perspectives and contributions from current research. Melbourne Papers in Language Testing, 11 ( 1 ), 1 – 28. | en_US |
dc.identifier.citedreference | Council of Europe. ( 2001 ). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press. | en_US |
dc.identifier.citedreference | Cronbach, L. J. ( 1988 ). Five perspectives on validity argument. In H. Wainer & H. Braun (Eds.), Test validity (pp. 3 – 17 ). Hillsdale, NJ: Lawrence Erlbaum. | en_US |
dc.identifier.citedreference | Dewey, J. ( 1920 ). Reconstruction in philosophy. New York, NY: Henry Holt. | en_US |
dc.identifier.citedreference | Douglas, D. ( 2000 ). Assessing languages for specific purposes. Cambridge, England: Cambridge University Press. | en_US |
dc.identifier.citedreference | Dudley‐Evans, T., & St John, M. J. ( 1998 ). Developments in English for specific purposes. Cambridge, England: Cambridge University Press. | en_US |
dc.identifier.citedreference | Dudley‐Marling, C., Abt‐Perkins, D., Sato, K., & Selfe, R. ( 2006 ). Teacher quality: The perspective of NCTE members. English Education, 38, 167 – 193. | en_US |
dc.identifier.citedreference | Elbaz, F. ( 1983 ). Teacher thinking: A study of practical knowledge. New York, NY: Nichols. | en_US |
dc.identifier.citedreference | Elder, C. ( 2001 ). Assessing the language proficiency of teachers: Are there any border controls? Language Testing, 18 ( 2 ), 149 – 170. | en_US |
dc.identifier.citedreference | Engestrom, Y. ( 2001 ). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14 ( 1 ), 133 – 156. | en_US |
dc.identifier.citedreference | Freeman, D. ( 1996 ). The ‘unstudied problem’: Research on teacher learning in language teaching. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 351 – 377 ). New York, NY: Cambridge University Press. | en_US |
dc.identifier.citedreference | Freeman, D., & Johnson, K. E. ( 1998 ). Reconceptualizing the knowledge‐base of language teacher education. TESOL Quarterly, 32 ( 3 ), 397 – 417. | en_US |
dc.identifier.citedreference | Freeman, D., Katz, A., Le Dréan, L., Burns, A., & Hauck, M. ( 2013 ). ELTeach global pilot report 2012. Retrieved from http://elteach.com/ELTeach/media/Documents/ELTeach_GPR_9‐20‐13.pdf | en_US |
dc.identifier.citedreference | Graddol, D. ( 2006 ). English next: Why global English may mean the end of ‘English as a foreign language.’ London, England: British Council. | en_US |
dc.identifier.citedreference | Graddol, D. ( 2010 ). English next: India. London, England: British Council. | en_US |
dc.identifier.citedreference | Grossman, P. L. ( 1990 ). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press. | en_US |
dc.identifier.citedreference | Haberman, S. J. ( 2006 ). An elementary test of the normal 2PL model against the normal 3PL alternative (Research Report No. RR‐06‐14). Princeton, NJ: Educational Testing Service. http://dx.doi.org/10.1002/j.2333-8504.2006.tb02020.x | en_US |
dc.identifier.citedreference | Hambleton, R. K., Swaminathan, H., & Rogers, H. J. ( 1991 ). Fundamentals of item response theory. London, England: Sage. | en_US |
dc.identifier.citedreference | Harris, L., & Bain, R. ( 2011 ). Pedagogical content knowledge for world history teachers: What is it? How might prospective teachers develop it? The Social Studies, 102 ( 1 ), 9 – 17. | en_US |
dc.identifier.citedreference | House, E. R. ( 1980 ). Evaluating with validity. Beverly Hills, CA: Sage. | en_US |
dc.identifier.citedreference | Hutchinson, T., & Waters, A. ( 1987 ). English for specific purposes: A learning‐centered approach. New York, NY: Cambridge University Press. | en_US |
dc.identifier.citedreference | Kane, M. ( 1992 ). An argument‐based approach to validity. Psychological Bulletin, 112 ( 3 ), 527 – 535. | en_US |
dc.identifier.citedreference | Kane, M. ( 2013 ). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50 ( 1 ), 1 – 73. | en_US |
dc.identifier.citedreference | Kane, M. ( 2006 ). Validation. In R. L. Brennan (Ed.), Educational measurement ( 4th ed., pp. 17 – 64 ). Westport, CT: American Council on Education/Praeger. | en_US |
dc.identifier.citedreference | Kelly, L. G. ( 1969 ). Twenty‐five centuries of language teaching. Rowley, MA: Newbury House. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.