Assessing Academic English : Testing English Proficiency 1950-89: The IELTS Solution

Alan Davies

ISBN 10: 0521542502 / ISBN 13: 9780521542500

Published by Cambridge University Press, 2008

About this Item

Druck auf Anfrage Neuware - Printed after ordering - The volume offers an explanatory account of the progress of academic language proficiency testing in the UK (and later Australia), from the British Council's English Proficiency Test Battery (EPTB), through the revolutionary English Language Testing Service (ELTS) to the present solution of IELTS. The three stages of academic language testing in the UK over the last 50 years move from grammar through real life to features of language use. At the same time, comparison of predictive validities suggests that all three measures account for very similar shares of the variance (about 10%) and that therefore the choice of an academic language proficiency test is determined only in part by predictive validity: other factors such as test delivery, test renewal in response to fashion, research and impact on stakeholders, and assessment of all four language skills are also important.

Seller Inventory # 9780521542500

Bibliographic Details

• Title: Assessing Academic English : Testing English Proficiency 1950-89: The IELTS Solution
• Publisher: Cambridge University Press
• Publication Date: 2008
• Language: English
• ISBN 10: 0521542502
• ISBN 13: 9780521542500
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 229W x 152H x 25D millimeters 229 millimeters width by 152 millimeters height by 25 millimeters depth
• Weight: 678 grams

About this title

Synopsis

The volume offers an explanatory account of the progress of academic language proficiency testing in the UK (and later Australia), from the British Council's English Proficiency Test Battery (EPTB), through the revolutionary English Language Testing Service (ELTS) to the present solution of IELTS. The three stages of academic language testing in the UK over the last 50 years move from grammar through real life to features of language use. At the same time, comparison of predictive validities suggests that all three measures account for very similar shares of the variance (about 10%) and that therefore the choice of an academic language proficiency test is determined only in part by predictive validity: other factors such as test delivery, test renewal in response to fashion, research and impact on stakeholders, and assessment of all four language skills are also important.

Book Description

This volume offers an explanatory account of the progress of academic language proficiency testing in the UK.