Hitting the Mark: How Can Text Organisation and Response Format Affect Reading Test Performance? (Contemporary Studies in Descriptive Linguistics)

Kobayashi, Miyoko

ISBN 10: 3039110837 / ISBN 13: 9783039110834

Published by Peter Lang, 2009

About this Item

A nearly new copy, square and tight with no creases or splits. Contents fresh and clean, not showing any pen-marks. Not from a library so no such stamps or labels. Thus a tidy book in very presentable condition.

Seller Inventory # 050348

Bibliographic Details

• Title: Hitting the Mark: How Can Text Organisation and Response Format Affect Reading Test Performance? (Contemporary Studies in Descriptive Linguistics)
• Publisher: Peter Lang
• Publication Date: 2009
• Language: English
• ISBN 10: 3039110837
• ISBN 13: 9783039110834
• Binding: Paperback
• Edition: First Edition.
• Condition: Like New
• Weight: 15 ounces
• Seller catalogs:
  • Language & Linguistics

About this title

Synopsis

Test results are often used to make major decisions, whether for educational or research purposes. But what intervening factors affect the reliability and validity of the tests? And how can we design better tests?
This book draws on a theoretical framework from research in reading and language testing, and investigates the results of a set of reading comprehension tests that were delivered to 750 Japanese university students. Its objective is to improve the quality of language tests by addressing the following questions:
• How do different kinds of text organisation affect students’ performance?
• What are the effects of different response formats such as summary writing and open-ended questions?
• What can examiners do to ensure that test results provide a more accurate measure of learners’ language abilities?
This book aims to make the full set of the author’s research findings available for the first time.

About the Author

The Author: Miyoko Kobayashi has taught at the University of Warwick (UK) and Kanda University of International Studies (Japan), and is now a Professor at the Graduate School of Social and Cultural Sciences at Kumamoto University (Japan). She started her career as a secondary school teacher in Tokyo, and has carried out British Council consultancy assignments on language test development in Poland, Bangladesh, and Northern Cyprus as well as in the UK. She was awarded the 2004 International Language Testing Association (ILTA) Best Paper Award for research findings included in this book.