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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Language Assessment Quarterly on 31/10/2016, available online: http://www.tandfonline.com/10.1080/15434303.2016.1236110

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When the test developer does not speak the target language: the use of language informants in the test development process

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When the test developer does not speak the target language : the use of language informants in the test development process. / Ryan, Eve; Brunfaut, Tineke.

In: Language Assessment Quarterly, Vol. 13, No. 4, 2016, p. 393-408.

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@article{fd7b5bc304a943bca1f38da6003e9ddf,
title = "When the test developer does not speak the target language: the use of language informants in the test development process",
abstract = "It is not unusual for tests in less-commonly taught languages (LCTLs) to be developed by an experienced item writer with no proficiency in the language being tested, in collaboration with a language informant who is a speaker of the target language but lacks language assessment expertise. How this approach to item writing works in practice, and what factors play a role in it, is largely unrecorded, as are item writing processes and practices in language assessment in general. Through a case study approach, this study sought to gain insights into test development practices in cases when essential item writer traits are spread across different people. Seven in-depth interviews with language assessment specialists and language informants involved in LCTL reading test development revealed a number of specific characteristics, and also challenges, to test developer recruitment and test development in this context. Findings indicate that this inherently collaborative approach brings with it a sophisticated system of “checks and balances” which may benefit item writing in some respects.",
keywords = "testing reading, test developers, testing less commonly taught languages, language test development, language testing",
author = "Eve Ryan and Tineke Brunfaut",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Language Assessment Quarterly on 31/10/2016, available online: http://www.tandfonline.com/10.1080/15434303.2016.1236110",
year = "2016",
doi = "10.1080/15434303.2016.1236110",
language = "English",
volume = "13",
pages = "393--408",
journal = "Language Assessment Quarterly",
issn = "1543-4303",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - When the test developer does not speak the target language

T2 - the use of language informants in the test development process

AU - Ryan, Eve

AU - Brunfaut, Tineke

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Language Assessment Quarterly on 31/10/2016, available online: http://www.tandfonline.com/10.1080/15434303.2016.1236110

PY - 2016

Y1 - 2016

N2 - It is not unusual for tests in less-commonly taught languages (LCTLs) to be developed by an experienced item writer with no proficiency in the language being tested, in collaboration with a language informant who is a speaker of the target language but lacks language assessment expertise. How this approach to item writing works in practice, and what factors play a role in it, is largely unrecorded, as are item writing processes and practices in language assessment in general. Through a case study approach, this study sought to gain insights into test development practices in cases when essential item writer traits are spread across different people. Seven in-depth interviews with language assessment specialists and language informants involved in LCTL reading test development revealed a number of specific characteristics, and also challenges, to test developer recruitment and test development in this context. Findings indicate that this inherently collaborative approach brings with it a sophisticated system of “checks and balances” which may benefit item writing in some respects.

AB - It is not unusual for tests in less-commonly taught languages (LCTLs) to be developed by an experienced item writer with no proficiency in the language being tested, in collaboration with a language informant who is a speaker of the target language but lacks language assessment expertise. How this approach to item writing works in practice, and what factors play a role in it, is largely unrecorded, as are item writing processes and practices in language assessment in general. Through a case study approach, this study sought to gain insights into test development practices in cases when essential item writer traits are spread across different people. Seven in-depth interviews with language assessment specialists and language informants involved in LCTL reading test development revealed a number of specific characteristics, and also challenges, to test developer recruitment and test development in this context. Findings indicate that this inherently collaborative approach brings with it a sophisticated system of “checks and balances” which may benefit item writing in some respects.

KW - testing reading

KW - test developers

KW - testing less commonly taught languages

KW - language test development

KW - language testing

U2 - 10.1080/15434303.2016.1236110

DO - 10.1080/15434303.2016.1236110

M3 - Journal article

VL - 13

SP - 393

EP - 408

JO - Language Assessment Quarterly

JF - Language Assessment Quarterly

SN - 1543-4303

IS - 4

ER -