硕士研究生《语言测试》3月2日开课，开课前，团队围绕课程改革思路进行了多次讨论，确立课程目的：“创建以学习为中心的互动课堂模式，通过语言测试文献阅读与讨论，提升学习者的语言测评素养，培养其探究精神，使其具备较强的学习能力和基本的学术素养，以实现自身的可持续发展。”

    在开课的第二周本人意外地发现我们确定的课程目的与国际语言测试学会2012年终身成就奖获得者Carol A. Chapelle教授的教学目的很相似：

About My Teaching: I connect students to the professional world ofapplied linguistics by selecting readings and making assignments that allowthem to engage with important issues in the field. My classes provide studentswith a basis for continuing to learn and participate in the profession.

    截至目前，本课程已经做了四讲，主题分别为：引介：语言测试文献资源；专著：语言测试专著阅读与书评写作；综述：语言测试综述文献阅读与写作；考试：考试综述文献阅读与写作。课堂互动性很强，师生就SSCI书评写作、综述写作、国内外语言测试博士论文目录分析、项目和论文如何选题、文献如何精读、泛读与点评等进行了分享和讨论。该课程原本选课只有4人，但旁听人数达30余人。学生反馈“开始觉得学习量很大，有点害怕，但坚持下来觉得收获非常大，一定推荐学弟学妹选修这门课程。”外地来旁听的教师反馈说“来听课很不容易，往返路途很费时、费力、费钱，但非常值得，学到很多测试的知识以及研究的思路和方法。”本课程上课时间和地点：第2-6,9-10,12-15周，周四晚19:00-21:35，重庆大学虎溪校区1428教室。课堂开放，欢迎“蹭”课。哈哈哈。

    本周做第五讲“理论：经典语言测试理论阅读、思考及应用”。之后两周（2017.4.1-2017.4.16）暂停，因为本人要去格拉斯哥参加IATEFL会议和发言，然后去剑桥大学外语考试部做一周的短期访问。正好这期间学生可以有时间完整读完至少一部语言测试专著。

第五讲：理论：经典语言测试理论阅读、思考及应用

推荐阅读

1. Bachman,L.F. (2005). Building and supporting a case for test use. Language Assessment Quarterly, 2(1), 1-34.

2. Canale,M., & Swain, M. (1980). Theoretical bases of communicative approaches tosecond language teaching and testing. Applied Linguistics, 1(1), 1-47.

3. Chapelle, C.A. (2012). Validity argument for language assessment: The framework is simple… .Language Testing, 29(1), 19-27.

4. Kane,M. T. (1992). An argument-based approach to validity. Psychological Bulletin, 112(3), 527-535.

5. Messick,S. (1994). The Interplay of evidence and consequences in the validation ofperformance assessments. Educational Researcher, 23(2), 13-23.

6. Mislevy,R. J. (2004). Toulmin and beyond: Commentary on Michael Kane’s “Certification testing as an illustration of argument-based validation”. Measurement: Interdisciplinary Research and Perspectives.

7. McNamara, T. (2006). Validity in language testing: The challenge of Sam Messick's legacy. Language Assessment Quarterly, 3(1),31-51.

8. 完成任何一本下面列出的语言测试专著的阅读（第6-8周）。

Books

1. Alderson, J. C. (2011).A lifetime of language testing. (Applied Linguistic Series). Shanghai: Shanghai Foreign Language Education Press.

2. Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.

3. Bachman,L. F., & Palmer, A. C. (1996). Languagetesting in practice: Designing and developing useful language tests. Oxford:Oxford University Press.

4. Bachman, L.F, &Palmer, A. C. (2010). Language assessmentin practice: Developing language assessments and justifying their use in thereal world. Oxford: Oxford University Press.

5. Chapelle, C. A.,Enright, M. K., & Jamieson, J. M. (2008). Building a validity argument for the test of English as a foreign language.London and New York: Routledge.

6. Kunnan, A. J. (Ed.). (2014).The companion to language assessment. Chichester: Wiley Blackwell.

7. Davies, A., Brown, A.,& Elder, C. (1999). Dictionnary of languagetesting: Studies in language testing 7. Cambridge: Cambridge University Press.

8. Fulcher, G. (2015). Re-examining language testing: A philosophical and social inquiry. London and New York: Routledge.

9. Fulcher, G., & Davidson,F. (2007). Language Testing and Assessment: An advanced resource book. London and New York: Routledge.

10. Fulcher,G., & Davidson, F. (Eds.). (2012). The Routledge handbook of language testing.London and New York: Routledge.

11. McNamara,T., & Roever, C. (2006). Language testing: The social dimension. Oxford: Blackwell.

12. Shohamy, E.(2001). The power of tests: A critical perspectiveon the uses of language tests.London and New York: Routledge.

13. Spolsky,B. (1995). Measured words: thedevelopment of objective language testing. Oxford: Oxford University Press.

14. Toulmin,S. E. (2003). The uses of argument.Cambridge: Cambridge University Press.

15. Weir,C. J. (2005). Language testing and validation:an evidence based approach.London: Pаlgrave Mаcmillan.

Book chapters

1. Messick, S. (1989). Validity.In R. L. Linn (Ed.), Educational measurement (3rd ed., pp.13–103). New York: American Council on Educationand Macmillan Publishing Company.

2. Kane, M. (2006). Validation.In R. Brennen (Ed.), Educational measurement (4th ed., pp.17-64). CT: Greenwood.

3. Kunnan, A. J. (2004).Test fairness. In M. Milanovic & C. Weir (Eds.), European language testing in a global context (pp. 27-48).Cambridge: Cambridge University Press.

4. Chapelle, C. A. (1998).Construct definition and validity inquiry in SLA research. In L. F. Bachman& A. D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp.32-70). Cambridge: Cambridge University Press.

5. Chronbach, L. (1998). Five perspectives on validity argument. In H. Wainer & H. Braun (Eds.)Test Validity(pp.3-17). Hillsdale, NJ: Lawrence Erlbaum.

6. Ellis, D. P., &Ross, S. J. (2014). Item Response Theory in Language Testing. In Kunnan, A. J. (Ed.) Thecompanion to language assessment (pp.1262–1281). Oxford: Blackwell.

7. Marcoulides, G. A.,& Ing, M. (2014). The Use of Generalizability Theory in Language Assessment. In Kunnan, A. (Ed.) The companion to language assessment (pp.1207–1223).Chichester: Wiley Blackwell.

Articles

1. Alderson, J. C., BrunfautT. & Harding L. (2015). Towards a theory of second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, 36 (2), 236-260.

2. Bachman, L. F. (2002).Alternative interpretations of alternative assessments: Some validity issues ineducational performance assessments. Educational Measurement: Issues and Practice, 21(3), 5-18.

3. Bachman, L.F. (2005).Building and supporting a case for test use. Language Assessment Quarterly, 2(1), 1-34.

4. Canale, M., &Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

5. Chalhoub-Deville, M. (1997).Theoretical models, assessment frameworks, and test construction. Language Testing, 14(1), 3-22.

6. Chapelle, C. A. (1999). Validation in language assessment. Annual Review of Applied Linguistics. 19, 254-272.

7. Chapelle, C. A., Enright, M. E., & Jamieson, J. (2010). Does an argument-based approach to validity make adifference?Educational Measurement: Issues and Practice, 29(1), 3–13.

8. Chapelle,C.A. (2012). Validity argument for language assessment: The framework issimple… .Language Testing, 29(1), 19-27.

9. Cronbach,L. J. & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin. 52, 281-302.

10. Davies,A. (2004). Introduction: Language Testing and the Golden Rule. Language Assessment Quarterly, 1(2-3), 97-107.

11. ElderC., McNamara T., Kim, H. & Pill J. (2017). Interrogating the construct ofcommunicative competence in language assessment contexts: What the non-language specialist can tell us.Language &Communication, 1-8.

12. Fulcher,G. (1988). Item Response Theory: What is it? Education Today. 4,44-52.

13. Kane,M. (2004). Certification testing as an illustration of argument-based validation.Measurement, 2(3),135-170.

14. Kane,M. T. (1992). An argument-based approach to validity. Psychological Bulletin, 112(3),527-535.

15. Kane,M. T. (2004). Current concerns in validity theory. Journal of Educational Measurement, 38(4),319-342.

16. McNamara,T. (2006). Validity in language testing: The challenge of Sam Messick's legacy. Language Assessment Quarterly, 3(1),31-51.

17. McNamara,T. (2007). Language assessment in foreign language education: The struggle overconstructs. Modern Language Journal, 91(2),280-282.

18. McNamara, T., Hazelkamp, C. V. D. & Verrips, M.(2014). “LADO as a language test: Issues of validity.” Applied Linguistics, 37(2),262-283.

19. Messick,S. (1994). The Interplay of evidence and consequences in the validation ofperformance assessments. Educational Researcher, 23(2), 13-23.

20. Mislevy, R. J.(2004). Toulmin and beyond: Commentary on Michael Kane’s “Certification testingas an illustration of argument-based validation”. Measurement: Interdisciplinary Research and Perspectives.

21. Moss,P. A. (1992). Shifting conceptions of validity in educational measurement:Implications for performance assessment. Reviewof Educational Research, 62(3),229-258.

22. Ryan,K. (2002). Assessment validation in the context of high-stakes assessment.Educational Measurement: Issues andPractice, 21(1), 7-15.

23. Shepard.L. (1993). Evaluating test validity. Review of Research in Education, 19(1),405-450.

24. Shohamy,A. (2011). Assessing multilingual competencies: Adopting construct valid assessment policies. Modern Language Journal, 95(3),418-429.

题外故事：工作中找到快乐

这门课程每周的材料基本上是我先确定内容，然后由大四的胡旭协助整理。这周末我没有叫她，她自己主动到办公室来了。她说她开始体会到了工作的快乐。在整理材料的过程中学习到了很多专业和非专业的东西，比如对语言测试领域相关著述的了解，整理材料时培养的耐心、细致和专业精神等等。这是我一直主张的Learning by doing极好的例子。

希望我们每个人都能像小Baby那样每天在快乐中成长！