29.2243, FYI: Call for Chapters: Second Language Tests that Teach

The LINGUIST List linguist at listserv.linguistlist.org
Thu May 24 13:44:51 UTC 2018


LINGUIST List: Vol-29-2243. Thu May 24 2018. ISSN: 1069 - 4875.

Subject: 29.2243, FYI: Call for Chapters: Second Language Tests that Teach

Moderators: linguist at linguistlist.org (Damir Cavar, Malgorzata E. Cavar)
Reviews: reviews at linguistlist.org (Helen Aristar-Dry, Robert Coté,
                                   Michael Czerniakowski)
Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           http://funddrive.linguistlist.org/donate/

Editor for this issue: Kenneth Steimel <ken at linguistlist.org>
================================================================


Date: Thu, 24 May 2018 09:44:45
From: Greta Gorsuch [greta.gorsuch at ttu.edu]
Subject: Call for Chapters: Second Language Tests that Teach

 
Call for Papers:

Collected Volume: Tests that Second Language Teachers Make and Use
Editor, Greta Gorsuch, Ed.D., greta.gorsuch at ttu.edu

This new collected volume highlights classroom tests that high school and
college-level working second and foreign language teachers have written and
used to assess student learning, to provide feedback, and to award grades.
Working teachers and administrators are invited to submit their original,
previously unpublished tests, used to estimate students’ learning achievement
in  classrooms. These can include traditional paper-and-ink tests,
criterion-referenced tests, mid-term or final exams, performance tests, and
long quizzes or a connected series of quizzes. Computer-administered tests are
welcome, if all test items are provided for publication in the volume. Most
language skills, and content areas used to teach language, are welcome
including listening, reading, speaking, writing, vocabulary, literature,
global studies, culture studies, science, etc. As many classroom tests test
multiple skill and content areas in accordance with course objectives, mixed
skill and content tests are welcome. And, although multiple choice is a common
test item format, tests that are wholly comprised of multiple choice items
will not be accepted. Thus, admission tests or placement tests
(norm-referenced tests) are not suitable for this volume. Tests with alternate
test item formats (matching, short answer, task, etc.) according to what
learner knowledge and skills the teacher/author wishes to capture are strongly
encouraged. 

Contributors will also be asked to provide answers to questions on a
moderate-length questionnaire, that probe their thought processes as they
designed the test, and how they use the tests and test scores in their
day-to-day teaching and decision making. Tests of any second or foreign
language are invited, including Chinese, English, French, German, Italian,
Japanese, Russian, or Spanish tests, and also less commonly taught languages
such as Arabic, Cantonese, Hindi, Korean, Portuguese, Swahili, Tamil, Telugu,
or Thai. Tests not in English will need to be offered with a basic English
translation. Answers to the survey questions need to be answered in English.
Responses may be edited for continuity. The finished test and commentary will
comprise a short chapter of approximately 7500 words. If accepted, the test
author will be listed as a contributor, along with their affiliation.
Contributions are welcome from working language teachers at every level of
professional development, including teachers-in-training currently enrolled in
graduate programs (and who are being supported as teaching assistants),
mid-career teachers, and late-career teachers. 

The editor takes the position that rather than viewing teachers’ tests as
idiosyncratic and poor shadows of what professional test writers can
accomplish, it is more constructive to identify the deeper patterns and order
of tradition, innovation, and reasoning behind teachers’ tests and testing
practices. This book will be a resource for readers as actual classroom tests
in multiple languages will be presented, along with author- and individual
teachers’/test-writers’ commentary. The commentary will deeply and
transparently probe the processes of the test construction, use, and
validation. 

Timeline: 

- September 1, 2018: 500-word self-introduction (in English) and test + basic
English translation
- November 1, 2018: Notification of acceptance and request for written
responses to questionnaire; Full proposal made to reputable,
international-level publisher
- January 30, 2019: Final version of test and written responses to
questionnaire due
- February 25 - June 25, 2019: Editing of chapters, negotiation of final
chapter prose
- June 30, 2019: Notification of final acceptance
- June 30 - August 30, 2019: Final preparation of manuscript
- September 15, 2019: Manuscript to publisher

Contact: greta.gorsuch at ttu.edu with questions.
 



Linguistic Field(s): Applied Linguistics





 



------------------------------------------------------------------------------

*****************    LINGUIST List Support    *****************
Please support the LL editors and operation with a donation at:

              The IU Foundation Crowd Funding site:
       https://iufoundation.fundly.com/the-linguist-list

               The LINGUIST List FundDrive Page:
            http://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-29-2243	
----------------------------------------------------------






More information about the LINGUIST mailing list