Especificaciones para una prueba de comprensión auditiva y de expresión e interacción orales en un entorno escolar

  1. Cuadrado Moreno, José
  2. Reyes Fernández, María
  3. Caballero Calavia, Manuel Gregorio
Revista:
Cauce: Revista Internacional de Filología, Comunicación y sus Didácticas

ISSN: 0212-0410 2603-8560

Ano de publicación: 2009

Número: 32-33

Páxinas: 219-236

Tipo: Artigo

Outras publicacións en: Cauce: Revista Internacional de Filología, Comunicación y sus Didácticas

Referencias bibliográficas

  • ALLWRIGHT, Dick. (1988): Observation in the Language Classroom. London y New York, Longman.
  • ALLWRIGHT, Dick. y BAILEY, Kathleen M. (1991): Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge, Cambridge University Press.
  • AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, AMERICAN PSYCHOLOGICAL ASSOCIATION y NATIONAL COUNCIL ON MEASUREMENT IN EDUCATION (1999): Standards for Educational and Psychological Testing. Washington, D.C., American Educational Research Association.
  • ANDALUCÍA. (2007): Orden de 10 de agosto de 2007, por la que se desarrolla el currículo correspondiente a la Educación Secundaria Obligatoria en Andalucía. Boletín Oficial de la Junta de Andalucía 171, pp. 23-65.
  • BACHMAN, Lyle F. (1990): Fundamental Considerations in Language Testing. Oxford, Oxford University Press.
  • BACHMAN, Lyle F., DAVIDSON, Fred y MILANOVIC, Michael (1996): «The use of test method characteristics in the content analysis and design of EFL proficiency tests», en Language Testing 13, pp. 125-150.
  • BACHMAN, Lyle F., DAVIDSON, Fred, RYAN, Katherine y CHOI, Inn-Chull (1995): An Investigation into the Comparability of Two Tests of English as a Foreign Language. Cambridge, Cambridge University Press.
  • BACHMAN, Lyle F. y PALMER, Adrian S. (1982): «The construct validation of some components of communicative proficiency», en TESOL Quarterly 16, pp. 449-465.
  • BACHMAN, Lyle F. y PALMER, Adrian S. (1996): Language Testing in Practice. Oxford, Oxford University Press.
  • BROWN, James Dean (1989): «Cloze item difficulty», en JALT Journal 11, pp. 46-67.
  • BROWN, James Dean (2001): Using Surveys in Language Programs. Cambridge, Cambridge University Press.
  • BUCK, Gary (2001): Assessing Listening. Cambridge, Cambridge University Press.
  • BUCK, Gary y TATSUOKA, Kikumi (1998): «Application of the rule-space procedure to language testing: examining attributes of a free response listening test», en Language Testing 15, pp. 119-157.
  • CARR, Nathan T. (2006): «The factor structure of test task characteristics and examinee performance», en Language Testing 23, pp. 269-289.
  • CENTRE INTERNATIONAL D’ÉTUDES PEDAGOGIQUES (s.d.) : Diplôme d’Études en Langue Française DELF A-2: Version Scolaire et Junior. Paris, Centre International d’Études Pédagogiques.
  • CHAUDRON, Craig (1988): Second Language Classrooms: Research on Teaching and Learning. Cambridge, Cambridge University Press.
  • CLARK, John L. D. (1969): «The Pennsylvania Project and the ‘audio-lingual vs. traditional’ question», en The Modern Language Journal 53, pp. 388-396.
  • CROCKER, Linda M., MILLER, M. David y FRANKS, Elizabeth Ann (1989): «Quantitative methods for assessing the fit between test and curriculum», en Applied Measurement in Education 2, pp. 179–194.
  • CUADRADO MORENO, José (2009): «Evidencias basadas en el contenido para las pruebas estandarizadas en primeras y segundas lenguas en entornos escolares formales», en BRETONES, Carmen et al. (eds.): Applied Linguistics Now: Understanding Language and Mind/ La Lingüística Aplicada Actual: comprendiendo el Lenguaje y la Mente. Almería, Universidad de Almería.
  • ESPAÑA (2007): Real Decreto 1631/2006 de 29 de diciembre, por el que se establecen las enseñanzas mínimas correspondientes a la educación secundaria obligatoria. Boletín Oficial del Estado 5, pp. 677-773.
  • FERNÁNDEZ AMAYA, Lucía, REYES FERNÁNDEZ, María, FIELDEN, Laura, OCAÑA ESCOLAR, Pablo, HERNÁNDEZ LÓPEZ, María de la O, y SÁNCHEZ FERNÁNDEZ, Beatriz (2009): «La validación del contenido de las subpruebas orales de la prueba de aprovechamiento EALIS-ESO-2 para la evaluación de la competencia en lengua inglesa del alumnado del segundo curso de la educación secundaria obligatoria», en BRETONES, Carmen et al. (eds.): Applied Linguistics Now: Understanding Language and Mind/ La Lingüística Aplicada Actual: comprendiendo el Lenguaje y la Mente. Almería, Universidad de Almería.
  • FITZPATRICK, Robert y MORRISON, Edward J. (1971): «Performance and product evaluation», en THORNDIKE, Robert L. (ed.): Educational Measurement. Washington, D.C., American Council on Education, pp. 237-270.
  • FRANCE (2007): Arrêté du 15-5-2007: Modalités d’attribution du diplôme national du brevet. Bulletin Officielle, 22. Disponible en Internet (15.5.2007): http:// www.education.gouv.fr/bo/2007/22/MENE0753209A.htm.
  • FREEDLE, Roy y KOSTIN, Irene (1996): The Prediction of TOEFL Listening Comprehension Item Difficulty for Mini-talk Passages: Implications for Construct Validity. Princeton, New Jersey, Educational Testing Service.
  • FREEDLE, Roy y KOSTIN, Irene (1999): «Does the text matter in a multiple-choice test of comprehension? The case for the construct validity of TOEFL’s minitalks», en Language Testing 16, pp. 2-32.
  • GOUGH, Philip B., JUEL, Connie y GRIFFITH, Priscilla L. (1992): «Reading, speaking and the orthographic cipher», en GOUGH, P., EHRI, L. y TREIMAN, R. (eds.): Hillsdale Reading Acquisition. New Jersey, Lawrence Erlbaum, pp. 35-48.
  • HAMBLETON, Ronald K. (1980): «Test score validity and standard-setting methods», en BERK, R. A. (ed.): Criterion-referenced Measurement: The State of the Art. Baltimore, John Hopkins University Press, pp. 80-123.
  • HAMBLETON, Ronald K., SWAMINATHAN, Hariharan, ALGINA, James y COULSON, Douglas Bill (1978): «Criterion-referenced measurement and testing: a review of technichal issues and developments», en Review of Educational Research 48, pp. 1-47.
  • HAMBLETON, Ronald K. y ZENISKY, April (2003): «Advances in criterion-referenced testing methods and practices», en REYNOLDS, Cecil R. y KAMPHAUS, Randy W. (eds.): Handbook of Psychological and Educational Assessment of Children: Intelligence, Aptitude and Achievement. New York, Guilford Press, pp. 377-404.
  • JARVIS, Gilbert A. (1968): «A behavioral observation system for classroom foreign language skill acquisition activities», en The Modern Language Journal 52, pp. 335-341.
  • JOHNSON, Keith y MORROW, Keith (1981): Communication in the Classroom: Applications and Methods for a Communicative Approach. London, Longman.
  • KISH, Leslie (1965): Survey Sampling. New York, John Wiley and Sons.
  • KITSANTAS, Anastasia, WARE, Herbert W. y KITSANTAS, Panagiota (2005): «Observational studies», en KEMPF-LEONARD, Kimberly (ed.): Encyclopedia of Social Measurement: Vol. 2 F-O., Oxford, Elsevier, pp. 913-918.
  • LIER, Leo van (1988): The Classroom and the Language Learner: Ethnography and Second Language Classroom Research. London, New York, Longman.
  • LINN, Robert L. y GRONLUND, Norman E. (2000): Measurement and Assessment in Teaching. Saddle River, New Jersey, Prentice-Hall.
  • MALAMAH-THOMAS, Ann. (1987): Classroom Interaction. Oxford, Oxford University Press.
  • MARSHALL, Helen y GUTTERIDGE, Mike (2002): «Candidate performance in the Young Learner English Tests in 2000», en Research Notes 7, pp. 5-8.
  • MEWALD, Claudia, GASSNER, Otmar y SIGOTT, Guenther (s.d.): E8 Listening Test Specifications Version 03. Klagenfurt, Language Testing Centre, Alpen-Adria-Universität.
  • MEWALD, Claudia, GASSNER, Otmar y SIGOTT, Guenther (s.d.): E8 Speaking Test Specifications Version 01. Klagenfurt, Language Testing Centre, Alpen-Adria-Universität.
  • MUNBY, John (1978): Communicative Syllabus Design: A Sociolinguistic Model for Defining the Content of Purpose-specific Language Programmes. Cambridge, Cambridge University Press.
  • NIKOLOV, Marianne (1999): «Classroom observation project», en FEKETE, Hajnal, MAJOR, Eva y NIKOLOV, Marianne (eds.): English Language Education in Hungary: A Baseline Study. Budapest, The British Council, pp. 221-246.
  • NISSAN, Susan, DEVINCENZI, Felicia y TANG, K. Linda (1996): An Analysis of Factors Affecting the Difficulty of Dialogue Items in TOEFL Listening Comprehension. Princeton, New Jersey, Educational Testing Service.
  • NORRIS, John M., BROWN, James Dean, HUDSON, Thom D. y J. YOSHIOKA, Jim (1998): Designing second language performance assessments. Honolulu, Hawai’i, Second Language Teaching and Curriculum Center, University of Hawai’i Press.
  • NORTH, Brian, FIGUERAS, Neus, TAKALA, Sauli, VAN AVERMAET, Piet y VERHELST, Norman (2009): Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR): A Manual. Strasbourg, Council of Europe, Language Policy Division.
  • NUNAN, David (1989): Understanding Language Classrooms: A Guide for Teacher-Initiated Action. London, Prentice-Hall.
  • OLTMAN, Philip K., STRICKER, Lawrence J. y BARROWS, Thomas S. (1990): «Analyzing test structure by multidimensional scaling», en Journal of Applied Psychology 75, pp. 21–27.
  • OSTERLIND, Steven J. (1989): Constructing Test Items. Hingham, Massachusetts, Kluwer.
  • POPHAM, W. James (2000): Modern Educational Measurement: Practical Guidelines for Educational Leaders. Boston, Allyn and Bacon.
  • RICHARDS, Jack C. (1983): «Listening comprehension: Approach, design, procedure», en TESOL Quarterly 17, pp. 219-240.
  • ROST, Detlef H. (1993): «Assessing the different components of reading comprehension: fact or fantasy?», en Language Testing 10, pp. 79-92.
  • RUPP, André A., VOCK, Miriam, HARSCH, Claudia y KÖLLER, Olaf (2007): The Development, Calibration, and Validation of Standards-based Tests for English as a First Foreign Language at the IQB: Part I –The Context for and Processes of Task Development. Berlin, Institut zur Qualitätsentwicklung im Bildungswesen.
  • SÁNCHEZ FERNÁNDEZ, Beatriz, CUADRADO MORENO, José, REYES FERNÁNDEZ, María, FERNÁNDEZ AMAYA, Lucía, FIELDEN, Laura, OCAÑA ESCOLAR, Pablo y HERNÁNDEZ LÓPEZ, María de la O (2009): «La validación del contenido de la subprueba de recepción y producción escritas de la prueba de aprovechamiento EALIS-ESO-2 para la evaluación de la competencia en lengua inglesa del alumnado del segundo curso de la educación secundaria obligatoria», en BRETONES, Carmen et al. (eds.): Applied Linguistics Now: Understanding Language and Mind/ La Lingüística Aplicada Actual: comprendiendo el Lenguaje y la Mente. Almería, Universidad de Almería.
  • SCHMEISER, Cynthia B. y WELCH, Catherine J. (2006), «Test development», en BRENNAN, R. L. (ed.): Educational Measurement. Westport, Connecticut, Praeger Publishers, pp. 307-353.
  • SEEDHOUSE, Paul (2004): The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, Massachusetts, Blackwell.
  • SHAVELSON, Richard J., GAO, Xiaohong y BAXTER, Gail P. (1995): «On the content validity of performance assessments: Centrality of domain specification», en BIRENBAUM, Menucha y DOUCHY, Filip J. R. C. (eds.): Alternatives in Assessment of Achievements, Learning Process and Prior Knowledge. Boston, Kluwer Academic, pp. 131–141.
  • SHOHAMY, Elana (1983): «The stability of oral proficiency assessment on the oral interview testing procedure», en Language Learning 33, pp. 527-540.
  • SIRECI, Stephen G. (1998): «The construct of content validity», en Social Indicators Research 45, pp. 83-117.
  • SPADA, Nina y FROHLICH, Maria (1995): Communicative Orientation of Language Teaching Observation Scheme: Coding Conventions and Applications. Sydney, National Centre for English Language Teaching and Research.
  • TRIM, John L. M., NORTH, Brian y COSTE, Daniel (2001): Common European Framework of Reference for Languages. Strasbourg: Council of Europe. Disponible en Internet (25.7. 2007): http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf.
  • TRIM, John L. M., NORTH, Brian y COSTE, David (2002): Marco Común Europeo de Referencia: Aprendizaje, Enseñanza, Evaluación. Madrid, Secretaría General Técnica del Ministerio de Educación, Cultura y Deporte y Grupo Anaya. Disponible en Internet (3.7.2009): http://cvc.cervantes.es/obref/marco/cvc_mer.pdf.
  • TUOKKO, Eeva (2007) : Mille tasolle perusopetuksen englannin opiskelussa päästään? Perusopetuksen päattövaiheen hansallisen arvioinnin 1999 Eurooppalaisen viitekehyksen taitotasoihin linkitetyt tulokset [What Levels do pupils reach in English at the end of the Comprehensive School? National Assessment Results linked to the Common European Framework]. Jyväskylä, Jyväskylä, University Publishing House.
  • UNIVERSITY Of CAMBRIDGE ESOL EXAMINATIONS (2007): Cambridge Young Learners English Tests: Starters|Movers|Flyers: Handbook for Teachers. Cambridge, University of Cambridge ESOL Examinations.
  • WRAGG, Edward Conrad (1999): An Introduction to Classroom Observation. London, Routledge.