Home > Research > Publications & Outputs > Diagnostic assessment of reading and listening ...

Electronic data

  • Language Testing-2015-HardingAldersonBrunfaut-317-36

    Rights statement: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License (http://www.creativecommons.org/licenses/by-nc/3.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (http://www.uk.sagepub.com/aboutus/openaccess.htm).

    Final published version, 823 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

Links

Text available via DOI:

View graph of relations

Diagnostic assessment of reading and listening in a second or foreign language: elaborating on diagnostic principles

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Diagnostic assessment of reading and listening in a second or foreign language : elaborating on diagnostic principles. / Harding, Luke; Alderson, Charles; Brunfaut, Tineke.

In: Language Testing, Vol. 32, No. 3, 07.2015, p. 317-336.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

APA

Vancouver

Author

Bibtex

@article{5829b634df4442b7a96281128ef94385,
title = "Diagnostic assessment of reading and listening in a second or foreign language: elaborating on diagnostic principles",
abstract = "Alderson, Brunfaut and Harding (2014) recently investigated how diagnosis is practised across a range of professions in order to develop a tentative framework for a theory of diagnosis in second or foreign language (SFL) assessment. In articulating this framework, a set of five broadprinciples were proposed, encompassing the entire enterprise of diagnostic assessment. However, there remain questions about how best to implement these principles in practice, particularly in identifying learners{\textquoteright} strengths and weaknesses in the less well-documented areas of SFL reading and listening. In this paper, we elaborate on the set of principles by first outlining the stages of adiagnostic process built on these principles, and then discussing the implications of this process for the diagnostic assessment of reading and listening. In doing so, we will not only elaborate on the theory of diagnosis with respect to its application in the assessment of these skills, but also discussthe ways in which each construct might be defined and operationalized for diagnostic purposes.",
keywords = "Diagnosis, diagnostic, testing reading, testing listening",
author = "Luke Harding and Charles Alderson and Tineke Brunfaut",
note = "This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License (http://www.creativecommons.org/licenses/by-nc/3.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (http://www.uk.sagepub.com/aboutus/openaccess.htm).",
year = "2015",
month = jul,
doi = "10.1177/0265532214564505",
language = "English",
volume = "32",
pages = "317--336",
journal = "Language Testing",
issn = "0265-5322",
publisher = "SAGE Publications Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - Diagnostic assessment of reading and listening in a second or foreign language

T2 - elaborating on diagnostic principles

AU - Harding, Luke

AU - Alderson, Charles

AU - Brunfaut, Tineke

N1 - This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License (http://www.creativecommons.org/licenses/by-nc/3.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (http://www.uk.sagepub.com/aboutus/openaccess.htm).

PY - 2015/7

Y1 - 2015/7

N2 - Alderson, Brunfaut and Harding (2014) recently investigated how diagnosis is practised across a range of professions in order to develop a tentative framework for a theory of diagnosis in second or foreign language (SFL) assessment. In articulating this framework, a set of five broadprinciples were proposed, encompassing the entire enterprise of diagnostic assessment. However, there remain questions about how best to implement these principles in practice, particularly in identifying learners’ strengths and weaknesses in the less well-documented areas of SFL reading and listening. In this paper, we elaborate on the set of principles by first outlining the stages of adiagnostic process built on these principles, and then discussing the implications of this process for the diagnostic assessment of reading and listening. In doing so, we will not only elaborate on the theory of diagnosis with respect to its application in the assessment of these skills, but also discussthe ways in which each construct might be defined and operationalized for diagnostic purposes.

AB - Alderson, Brunfaut and Harding (2014) recently investigated how diagnosis is practised across a range of professions in order to develop a tentative framework for a theory of diagnosis in second or foreign language (SFL) assessment. In articulating this framework, a set of five broadprinciples were proposed, encompassing the entire enterprise of diagnostic assessment. However, there remain questions about how best to implement these principles in practice, particularly in identifying learners’ strengths and weaknesses in the less well-documented areas of SFL reading and listening. In this paper, we elaborate on the set of principles by first outlining the stages of adiagnostic process built on these principles, and then discussing the implications of this process for the diagnostic assessment of reading and listening. In doing so, we will not only elaborate on the theory of diagnosis with respect to its application in the assessment of these skills, but also discussthe ways in which each construct might be defined and operationalized for diagnostic purposes.

KW - Diagnosis

KW - diagnostic

KW - testing reading

KW - testing listening

U2 - 10.1177/0265532214564505

DO - 10.1177/0265532214564505

M3 - Journal article

VL - 32

SP - 317

EP - 336

JO - Language Testing

JF - Language Testing

SN - 0265-5322

IS - 3

ER -