Langues nationales, langues maternelles, langues d’enseignement, quelles évaluations ? - Bibliographies

ALMOND Russell G., MISLEVY Robert J., STEINBERG Linda S.
Design and Analysis in Task-Based Language Assessment.
Language Testing, October 2002, vol. 19, n° 4, p. 477-96
Introduces a framework for systematizing the design of language performance assessments and explicating the role of tasks within them. Their design outlines fundamental components that must be rationalized and operationalized in order for performance assessment to produce coherent evidence of examinees' abilities. (Référence extraite de la base ERIC)

ASKI Janice M.
Theory into Practice: Italian Quizzes and Exams as a Reflection of the Curriculum
Italica, 1998, vol. 75, n° 4, p. 477-94
Examines techniques for generating positive test washback to teachers and students, and their relevance in the teaching of Italian as a second language. A sample Italian test is offered to demonstrate how the criteria for positive washback can be met in an exam that challenges students to develop all four language skills (listening, speaking, reading, and writing). (Référence extraite de la base ERIC)

BACHMAN Lyle F.
Some Reflections on Task-Based Language Performance Assessment
Language Testing, October 2002, vol.19, n° 4, p. 453-76
Discusses problems in task-based language assessment, including the definition and sampling of tasks, generalizations across tasks, interpretations about broad ability and language use domains, and the notion of task difficulty. (Référence extraite de la base ERIC)

BAUTIER Élisabeth
Pratiques langagières et scolarisation
Revue française de pédagogie, décembre 2001, n° 137, p. 117-161, bibliogr.

BAYARDELLE Eddy
A comparability study of four English language assessment instruments : basic inventory of natural language, foreign service institute oral interview, language assessment
Humanities & Social Sciences, 1994, volume 54, Issue 7-A, page 2547
(Référence extraite de la base ERIC)

BECK Ann-R
Language Assessment Methods for Three Age Groups of Children.
Journal of Children's Communication Development, 1995, vol. 17, n° 2, p. 51-66
This article describes results of a survey of licensed Midwestern school-based speech-language pathologists (N=326) regarding methods used to assess the language of children ages 3 to 5 years, 6 to 11 years, and 12 to 18 years. Striking similarities were found in methods used for each age group. The relationship of these methods to recommended assessment practices is addressed.
(Référence extraite de la base ERIC)

BIER Bernard dir., BAUTIER Élisabeth, BREVAN Claude et al.
Pratiques langagières urbaines : enjeux identitaires, enjeux cognitifs
Vei Enjeux, septembre 2002, n° 130, 264 p., bibliogr.
L'analyse des parlers des jeunes de banlieue en France et des pratiques langagières au Maghreb et à la Réunion témoigne des phénomènes de mélange entre langues en contact, malgré la prégnance des politiques monolingues. Ces pratiques ont souvent une fonction identitaire, mais peuvent tenir les élèves les plus en difficulté à l'écart de la langue scolaire. Aujourd'hui la reconnaissance du plurilinguisme effectif des migrants, ou de leurs enfants, et de l'imprégnation culturelle bilingue chez leurs enfants semble être l'une des conditions d'une meilleure intégration.

BRAUN Alain
L'apprentissage de la langue d'enseignement comme facteur de réussite scolaire
Français 2000, janvier 2004, n° 188-189, p. 18-26

BRAUN Alain dir., FORGES Germaine dir.
Enseigner et apprendre la langue de l'école : vers une culture de la réussite pour tous
Bruxelles : De Boeck Université, 1998, 124 p. (Pratiques pédagogiques)
Le thème de la maîtrise de la langue d'enseignement, un des objectifs prioritaires de l'action Comenius 2, est traité par différents intervenants de ce colloque européen, rapporteurs de groupes de travail ou experts nationaux. Les aspects abordés concernent le passage de langue de l'école à la langue parlée à la maison, l’évaluation, les méthodes pédagogiques, les matériels didactiques, la formation des enseignants et l’encadrement, l’impact du changement et l’individualisation de l'enseignement. L'ensemble donne une idée globale du traitement de la maîtrise de la langue à l'école dans l'Union européenne.

BROWN James Dean, HUDSON Thom, NORRIS John M. et al.
Designing Second Language Performance Assessments. Technical Report
1998, 237 p.
This technical report focuses on the decision-making potential provided by second language performance assessments. First, performance assessment is situated within the broader discussion of alternatives in language assessment and in educational assessment in general. Next, issues in performance assessment design, implementation, reliability, and validity are discussed. Finally, a prototype framework is presented for second language performance assessment based on the integration of theoretical underpinnings and research findings from the literature on task-based language teaching, language testing, and educational measurement. Test and item specifications are outlined, and numerous examples of prototypical language tasks are presented. A research agenda is proposed, focusing on the operationalization of second language performance assessments. (Contains 112 references). (Référence extraite de la base ERIC)

BURNETT Gary
The Assessment and Placement of Language Minority Students. ERIC/CUE Digest, Number 89.
1993, 4 p.
The assessment and placement of language minority students remain among the most serious problems facing schools today. As of 1990, 14 percent of the school-aged population in the United States comes from language minority backgrounds. Significant numbers of these students are not being properly identified by educators. Assessment procedures in a school often reflect local politics as well as student needs, and thus, no single universally acceptable model has been developed for any aspect of the language assessment process. Still, all districts must determine which students to assess and develop testing mechanisms. In most cases information from teachers and the Home Language Survey act as screening mechanisms for schools to determine if further evaluation is necessary. Various achievement and language proficiency tests have been developed to determine student eligibility for language or other services. Although tests should measure all aspects of language skill, many only evaluate oral skills. Improvements in assessment could take the form of "Student Centers" designed to ensure the equitable treatment of incoming language minority students; multiple assessment methods with teacher involvement in the evaluation; and parent participation in the process. Offers 13 references. (Référence extraite de la base ERIC)

CAMPBELL Thomas, DOLLAGHAN Chris, JANOSKY Janine, NEEDLEMAN Herbert
Reducing Bias in Language Assessment: Processing-Dependent Measures.
Journal of Speech, Language, and Hearing Research, 1997, vol. 40, n°3, p. 519-25
Randomly selected, elementary-age boys (N=156; 31% majority, 69% minority) participated in three "processing-dependent" language measures and one "knowledge-dependent" language test. Results suggest that processing-dependent tests hold considerable promise for distinguishing between students with language disorders (whose poor performance reflects psycholinguistic deficits) and those with language differences due to different experiential backgrounds. (Référence extraite de la base ERIC)

CARR Nathan T.
A Comparison of the Effects of Analytic and Holistic Rating Scale Types in the Context of Composition Tests
Issues in Applied Linguistics, December 2000, vol. 11, n° 2, p. 207-41
Discusses the ongoing debate in the field of language assessment concerning the relative strengths of analytic versus holistic composition rating scales. Uses multiple regression analysis and exploratory factor analysis to evaluate both methods, and finds that because different rating scales measure different constructs, they cause the meaning of the test score to vary with the rating scale used. (Référence extraite de la base ERIC)

CHAPELLE Carol A.
Validity in Language Assessment
Annual Review of Applied Linguistics, 1999, vol. 19, p. 254-72
Provides a history of validation in language testing, discusses current approaches to validation in language testing (hypothesis about testing outcomes, relevant evidence for testing the hypothesis, developing a validity argument), and gives an overview of current challenges in language-test validation (defining the language construct to be measured, developing a validity argument for a particular test case, applying validation theory to language-testing practice). (Référence extraite de la base ERIC)

CASTELLOTTI Véronique coord., PY Bernard coord., GROSJEAN François, PERREGAUX Christiane, VASSEUR Marie-Thérèse, DE PIETRO Jean-François, SPRINGER Claude, MULLER Nathalie, DOLZ Joaquim, BEACCO Jean-Claude, COSTE Daniel
La notion de compétence en langue
Lyon : ENS Éditions, septembre 2002, 123 p., (Notions en questions. Rencontres en didactique des langues)
L'objectif de cet ouvrage est de comprendre comment les chercheurs, oeuvrant à l'intérieur ou aux marges de la didactique des langues, thématisent la notion de compétence. Les premières contributions portent sur la mise en place d'une compétence bilingue dans le cadre de l'apprentissage d'une langue ; les contributions suivantes interrogent la notion de compétence dans une optique interactionniste et plus particulièrement en lien avec l'évaluation et la certification. Le point de vue porté par les sciences de l'éducation sur ce concept est aussi analysé dans sa dimension historique et actuelle. Une synthèse des différents points de vue exprimés clôt ce volume.

CHENG Li-Rong Lilly
Diversity: Challenges and Implications for Assessment
Journal of Children's Communication Development, 1997, vol. 19, n1 p55-62
Discusses the inappropriate referral of culturally and linguistically diverse (CLD) students for speech-language therapy. Preassessment considerations that should be considered and the interrelatedness of culture, language, and communication as they impact on an individual learner's behavior are explained. Culturally appropriate assessment approaches are presented. (Référence extraite de la base ERIC)

COHEN Andrew D., BROOKS-CARSON Amanda
Research on direct versus translated writing : Students strategies and their results
Modern Language Journal, 2001, vol. 85, issue 2, p. 169-188

COLE Kevin N., FEY Marc E.
Cognitive referencing in language assessment
Communication and language intervention series, 1996, vol. 6, p. 143-160
(Référence extraite de la base ERIC)

COLLES Luc dir., DUFAYS Jean-Louis dir., FABRY Geneviève dir. et al.
Didactique des langues romanes : le développement de compétences chez l'apprenant (actes du colloque Louvain la Neuve janvier 2000)
Paris : De Boeck/Duculot, 2001, 621 p., (Savoirs en pratique)
L'ouvrage est constitué des différentes contributions qui ont été élaborées pour le colloque de Louvain le Neuve en 2000 et qui ont pour sujet le développement des compétences dans la didactique des différentes langues romanes. Les sujets ont été traités dans la perspective de l'apprentissage et dans plusieurs contextes : langue maternelle, langue première, langue étrangère et langue seconde.

COLLES Luc, DUFAYS Jean-Louis, MAEDER Costantino
Enseigner le français, l'espagnol et l'italien : les langues romanes à l'heure des compétences
Paris : De Boeck/Duculot, 2003, 282 p., (Savoirs en pratique)
Après la contextualisation et l'état des lieux de l'enseignement des trois principales langues romanes (français, espagnol, italien) dans les quatre grands pays francophones (France, Suisse romande, Canada francophone et Belgique francophone), l'ouvrage tente de définir un modèle commun pour l'enseignement de ces langues. Les points les plus développés concernent la notion de continuum entre langue et culture, la pratique de l'intercompréhension, le rôle des technologies de l'information et de la communication, les modes d'évaluation et la progression des apprentissages dans la durée. Enfin, il présente des propositions pour la formation des enseignants. Des dispositifs spécifiques sont prévus pour le français langue maternelle, le français langue seconde, le français langue étrangère et les autres langues romanes.

COSTE Daniel, SHEILS Joe
Syllabus definition and evaluation of proficiency at the end of upper secondary education : diversity and harmony in objectives and approaches to assessment = Définition des programmes et évaluation des compétences en langues à la fin du second cycle de l'éducation secondaire : diversité et comparabilité des objectifs et des modes d'évaluation
Graz : Centre européen pour les langues vivantes du Conseil de l'Europe, 1995, 66 p.
Outre des développements généraux des coordinateurs de l'atelier et des études de cas sur quelques pays, ce rapport comporte un exposé sur le français langue étrangère dans le second cycle en Europe orientale et centrale.

DAVIDSON Fred
An International Survey of Language Assessment Standards
TESOL Journal, 1995, vol. 5, n° 1, p. 6-7
Reports on the work of the International Language Testing Association's (ILTA) Task Force on Testing Standards, which has compiled 109 bibliographic records from 24 countries on existing standards documents and solicits feedback for the development of an ILTA code of practice. (Référence extraite de la base ERIC)

DAVIES Alan
The Native Speaker: Myth and Reality. Bilingual Education and Bilingualism.
Clevedon : Multilingual Matters, 2003, 247 p.
This book presents a range of views on the concept of the native speaker, considering psycholinguistic, linguistic, and sociolinguistic aspects. It examines the Critical Period Hypothesis; the role of the standard language; the kinds of knowledge (metalinguistic, discriminating, communicational, and skills) that the native speaker possesses; and the importance of communicative competence in enabling the native speaker to use language felicitously. While the native speaker may be intelligible to other native speakers, this mutual intelligibility depends in part on attitudinal factors. Loss of a heritage language (and the related spread of World Englishes) raises doubts about identity, while recent empirical work in second language acquisition and in language assessment questions the conventional view of ultimate attainment. The book concludes that, with the exception of early childhood exposure, all characteristics of the native speaker are contingent. It suggests that it is possible for those contingent characteristics (e.g., grammatical institutions and creativity) to be acquired without substantive early exposure, although this is difficult and rare. The book concludes that the fundamental opposition between native and non-native speakers is one of power, with native speaker membership determined by the non-native speaker's willingness to assume confidence and identity. (Contains approximately 300 references). (Référence extraite de la base ERIC)

DEFAYS Jean-Marc éd., MARECHAL Marielle, MELON Solange
La maîtrise du français : du niveau secondaire au niveau supérieur
Bruxelles : De Boeck Université, 2000, 384 p., (Pratiques pédagogiques)
Les enjeux de la maîtrise de la langue maternelle sont primordiaux lors de la transition de l'enseignement secondaire à l'enseignement supérieur. La question est abordée dans cet ouvrage sous l'angle de la préparation, de l'évaluation, de la remédiation et du perfectionnement.

ELDER Catherine, IWASHITA Noriko;McNamara
Estimating the Difficulty of Oral Proficiency Tasks: What Does the Test-Taker Have To Offer?
Language Testing, octobre 2002, vol. 19, n° 4, p. 347-68
Investigated the impact of performance conditions on perceptions of task difficulty in a test of spoken language, in light of the cognitive complexity framework proposed by Skehan (1998). Candidates performed narrative tasks whose characteristics and the conditions under which they were performed were manipulated, and the impact of these on task performance was analyzed. (Référence extraite de la base ERIC).

FALK Beverly
Testing the Way Children Learn: Principles for Valid Literacy Assessments.
Language Arts, september 1998, vol. 76, n° 1, p. 57-66
Outlines principles for assessments that are supportive of teaching and learning, and discusses qualities that such assessments must have in order to be useful for reporting information to the public. Introduces a language-arts assessment (the Elementary Literacy Profiles) designed to embody these principles and qualities so that it will be instructionally supportive as well as useful for accountability. (Référence extraite de la base ERIC).

FLORIN A., GUIMARD, P. & NOCUS, I.
Les évaluations des enseignants et la prédiction des compétences langagières de leurs élèves études longitudinales à l’école maternelle et à l’école élémentaire
Le langage et l’homme, 2002, n° 2, p.175-190.

FLORIN Agnès dir., MORAIS José dir.
La maîtrise du langage.
Rennes : Presses Universitaires de Rennes, 2002, 133 p.
Les six contributions de ce volume sont organisées en deux parties : compétences langagières de l’adulte et Acquisition et dysfonctionnements du langage. Elles démontrent que la maîtrise du langage ne se réduit pas à des compétences programmées et qu’elle est tributaire d’apprentissages implicites et explicites tout au long de la vie.

GAMAROFF Raphael
Rater Reliability in Language Assessment: The Bug of All Bears
System, march 2000, vol. 28, n° 1, p. 31-53
To test how to achieve a reliable score on an essay test, based on judgments of specific criteria such as grammatical accuracy or topic relevance, a workshop was conducted on interrater reliability at a teacher educators conference in South Africa. Experienced English teacher educators assessed two essay protocols. Results showed substantial variability in the attention raters paid to different criteria. (Référence extraite de la base ERIC)

GRINDLER Martha C., STRATTON Beverly D.
Whole Language Assessment
Reading Improvement, 1992, vol. 29, n° 4, p. 262-64
Describes systematic assessment procedures as alternatives to standardized testing which yield more descriptive records of children's reading abilities. Notes that the assessment procedures are consistent with the contemporary understanding of reading which indicates that prior knowledge and the ability to use predictive skills greatly influence comprehension. (Référence extraite de la base ERIC)

GUPTA Abha, MITCHELL Judy
Issues of Competence and Performance in Language Assessment
Linguistics and Education, 1994, vol. 6, n° 1, p. 17-31
Abstract A specific standardized test of language proficiency, the Grammatical Analysis of Elicited Language (GAEL), for hearing-impaired children was used to examine language usage between the tester and the child. Results from a two-part test (imitated and prompted) show that communicative competence needs to be incorporated into the test as part of language proficiency assessment. (Référence extraite de la base ERIC)

HALTE Jean-François, PETITJEAN André, BAUTIER Élisabeth et al.
L'écriture et son apprentissage
Pratiques, décembre 2002, n° 115-116, 253 p.
Un colloque international sur "L'écriture et son apprentissage" s'est tenu en mars 2002, sous l'égide de l'INRP, en association avec les IUFM de Grenoble et de Midi-Pyrénées, ainsi qu'avec les universités de Lille 2, de Metz et de Paris 5. Le présent numéro regroupe les interventions portant sur le second degré, collège et lycée, autour des grandes lignes qui structurent les recherches présentes sur la didactique de l'écriture.

JACOBY Sally, MCNAMARA, Tim
Locating Competence
English for Specific Purposes, 1999, vol. 18, n° 3, p213-41
Examines the linguistic orientation of traditional language-assessment procedures by focusing on an Australian study of immigrant health professionals in which a mismatch was found between successful performance on a test for occupation-specific English-language ability and clinical supervisors' perceptions of their supervisees' English communication skills. (Référence extraite de la base ERIC)

JITENDRA Asha K., ROHENA-DIAZ Elba
Language assessment of students who are linguistically diverse : why a discrete approach is not the answer
School psychology review, 1996, vol. 25, issue 1, p. 40-56
(Référence extraite de la base ERIC)

JITENDRA Asha K., NOLET Victor, Rohena-Diaz Elba
A Dynamic Curriculum-Based Language Assessment: Planning Instruction for Special Needs Students Who Are Linguistically Diverse.
Preventing School Failure, 1998, vol. 42, n° 4, p. 182-85
Describes a curriculum-based dynamic language-assessment process using a flowchart description of the six steps of the assessment process. A case study of a linguistically diverse student is provided that is designed to allow insight into a student's learning capabilities and to provide direction for instructional planning. (Référence extraite de la base ERIC)

KROLL Barbara
Assessing Writing Abilities
Annual Review of Applied Linguistics, 1998, vol. 18, p. 219-40
A review of research on the assessment of second-language writing focuses on these areas: critical variables in writing assessment; types of writing assessment scales (holistic and analytic); the scope of writing assessment (single-campus and large-scale), issues in use of portfolios for assessment (portfolio content, constraints); and the relationship of writing assessment to general language assessment. (Référence extraite de la base ERIC)

KUHLEMEIER Hans, VAN DEN BERGH Huub
Relationships between language skills and task effects
Perceptual et Motor Skilsss, avril 1998, vol. 86, issue 2, p. 443-463
(Référence extraite de la base ERIC)

KUNNAN Antony John
An Introduction to Structural Equation Modelling for Language Assessment Research
Language Testing, 1998, vol. 15, n° 3, p. 295-332
Provides an introduction to structural equation modelling (SEM) for language research, including: general objectives of SEM applications relevant to language assessment; methodology and statistical assumptions about data that must be met; commonly-used SEM steps and concepts; application matters, with sample models; and recent critical discussions and some future directions for SEM applications in language assessment.
(Référence extraite de la base ERIC)

LONG Edgarita E.
Native American Children's Performance on the Preschool Language Scale-3
Journal of Children's Communication Development, 1998, vol.9, n° 2, p. 43-47
This study evaluated the validity of language-assessment instruments with Native American children, ages 3 to 5. Results indicated that the Preschool Language Scale-3 provides a valid assessment of the receptive and expressive language skills of 3- and 4-year-old Native-American children. However, use of this scale with 5-year-old Native Americans is questionable. (Référence extraite de la base ERIC)

LUSSIER Denise
Évaluer les apprentissages dans une approche communicative
Vanves : Hachette FLE, 1992, 126 p., (F. Autoformation)
Donner une valeur pédagogique à l'évaluation des apprentissages dans le cadre de l'enseignement d'une langue étrangère ou seconde, telle pourrait être une nouvelle conception de l'évaluation préconisée après réflexion sur les pratiques rencontrées. Intégrant l'approche communicative, l’auteur fournit entre autres des outils pour évaluer les habiletés langagières.

LUSSIER Denise, TURNER Carolyn E.
Le point sur l'évaluation en didactique des langues
Montréal : CEC, 1995, 257 p., bibliogr.
L'ouvrage traite exclusivement de l'évaluation des apprentissages en didactique des langues secondes. La première partie permet de retrouver les origines des premiers instruments de mesure et présente l'évaluation depuis l'Antiquité jusqu'à nos jours. La deuxième partie situe l'évaluation dans le contexte du développement des théories de la compétence langagière et la présente comme démarche intégrée à la démarche d'enseignement/apprentissage. La troisième partie porte sur l'évaluation et ses défis : évaluation des apprentissages culturels, des stratégies des apprenants, des apports de l'informatique et des effets de l'évaluation sur l'enseignement.

MAILLARD Michel coord., DABENE Louise coord., GALATANU Olga et al.
Vers une métalangue sans frontières ?
Lidil, juillet 1997, n° 14, p. 9-178
Les métalangages correspondant aux différentes langues sont fortement hétérogènes ce qui rend difficile une réflexion translinguistique. Ce numéro présente des outils destinés à permettre la comparaison d'une langue vivante à une autre et propose également des passerelles entre des disciplines voisines en langue étrangère ou maternelle. Après une première partie d'ordre général, les contributions de la deuxième partie portent sur des démarches ou des outils.

McNamara, Tim
Policy and Social Consideration in Language Assessment
Annual Review of Applied Linguistics, 1998, vol.18, p. 304-19 1998
A review of literature on language testing focuses on new testing issues beyond the traditional concerns of validity theory, including incorporation of social values into tests, ethics of testing, test impact, including washback, and the political character of language tests. Critical language testing, the activity of contextualizing tests in reference to social, educational, and political contexts, is considered. (Référence extraite de la base ERIC)

Les nouveaux visages de l'évaluation
Cahiers de l'APLIUT (Les), mars 1999, vol. XVIII, n° 3, p. 3-136, bibliogr.
Après un article introductif sur l'histoire et l'évolution du concept d'évaluation dans l'enseignement des langues, les interventions abordent l'évaluation de différents points de vue : évaluation de la compétence de communication, modes d'évaluation dans le cadre de l'enseignement multimédia, auto-évaluation, test de niveau, évaluation de l'enseignant par l'apprenant, contrôle et évaluation dans le domaine de l'expression libre.

LYNCH Brian K.
Rethinking Assessment from a Critical Perspective
Language Testing, octobre 2001, vol. 18, n° 4, p. 351-72
Examines language assessment from a critical perspective. Argues that alternative assessment, as distinct from testing, offers a partial response to the challenges presented by a critical perspective on language assessment. Critical language testing is discussed as an adequate response to the critical challenge. Suggests that important ethical questions will be articulated differently from a critical perspective. (Référence extraite de la base ERIC)

MCNAMARA Tim
Language Assessment as Social Practice: Challenges for Research
Language Testing, octobre 2001, vol.18 n° 4, p. 333-49
Argues that a growing awareness of the fundamentally social character of language assessment challenges a rethinking of priorities and responsibilities in language testing research. This awareness is the result of the treatment of the social character of educational assessment in Messick's (1989) work on validity and by actual changes triggered by postmodernism. (Référence extraite de la base ERIC)

NELSON Nickola Wolf, VAN METER Adelia M.
Accessing curriculum-based reading and writing samples
Topics in Language Discorders, january 2002, vol. 22, issue 2, p. 35-39
(Référence extraite de la base ERIC)

NORRIS John M.
Purposeful Language Assessment Selecting the Right Alternative Test
Forum, march 2000, vol. 38, n° 1
In choosing language testing alternatives appropriate for their language education contexts, language teachers need to keep in mind the purposeful nature of language assessment. Purposeful language assessment involves focusing what is to be accomplished by language assessment, specifying intended uses of language tests, selecting appropriate testing tools and designating how they are used, and evaluating if language assessment is being accomplished. (Référence extraite de la base ERIC)

PENA Élizabeth D., GILLAM Ronald B.
Dynamic assessment of children referred for speech and language evaluations
Advances in cognition and educational practice, 2000, vol. 6, p. 543-575
(Référence extraite de la base ERIC)

PENA Elizabeth
The Application of Dynamic Methods to Language Assessment: A Nonbiased Procedure.
Journal of Special Education, 1992, vol. 26, n° 3, p. 269-80
This study demonstrated the application of mediated learning experience to language assessment of primarily Puerto Rican and African-American children (n=50) in three Head Start classes. Results support the hypothesis that a task matching young children's socialization better differentiates between nondisabled and language-disordered children than a static standardized measure. (Référence extraite de la base ERIC)

PEIRCE Bonny-Norton, STEWART Gail
The Development of the Canadian Language Benchmarks Assessment
TESL Canada Journal, 1997, vol. 14, n° 2, p. 17-31
Describes the development of a language assessment instrument to be used across Canada to place adult newcomers in instructional programs appropriate for their level of English proficiency. Describes field testing and rating of the instrument, and discusses work in progress on the ongoing validation of the instrument. (Référence extraite de la base ERIC)

PERKINS Kyle
Assessing Reading
Annual Review of Applied Linguistics, 1998, vol. 18, p. 208-18
This review of research on testing of second-language reading addresses: general areas of interest in reading research, assessment; adaptation of a suitable first-language reading comprehension model for second-language assessment; reliance on a top-down model of reading comprehension; validity of multiple-choice reading comprehension tests; research on behavioral anchoring; and reading comprehension testing in a computer-adaptive testing context. (Référence extraite de la base ERIC)

PRELOCK Patricia A.
Language-Based Curriculum Analysis: A Collaborative Assessment and Intervention Process
Journal of Children's Communication Development, 1997, vol.19, n° 1, p. 35-42
Presents a systematic process for completing a language-based curriculum analysis to address curriculum expectations that may challenge students with communication impairments. Analysis of vocabulary and the demands for comprehension, oral, and written expression within specific content areas provides a framework for collaboration between teachers and speech-language pathologists. (Référence extraite de la base ERIC)

PUREN Christian
La problématique de l'évaluation en didactique scolaire des langues
Langues modernes (Les), avril 2001, n° 2, p. 12-29

RHODES Nancy C., ROSENBUSCH Marcia H., THOMPSON Lynn
Foreign languages : instruments, techniques, and standards
Educational psychology series, 1997 p. 381-415
(Référence extraite de la base ERIC)

ROBINSON Peter
Task Complexity, Task Difficulty, and Task Production: Exploring Interactions in a Componential Framework
Applied Linguistics, 2001, vol. 22, n° 1, p. 27-57
Describes a framework for examining the effects of the cognitive complexity of tasks on language production and learner perceptions of task difficulty, and for motivating sequencing decisions in task-based syllabuses. Results of a study of the relationship between task complexity, difficulty and production show that increasing the cognitive complexity of a direction-giving map task significantly affects speaker-information-giver production. (Référence extraite de la base ERIC)

RODEKOHR Rachel K., HAYNES William O.
Differentiating Dialect from Disorder: A Comparison of Two Processing Tasks and a Standardized Language Test
Journal of Communication Disorders, 2001, vol. 34, n° 3, p. 255-72
A study divided 40 children (age 7) into groups consisting of white normal language and language impaired and African American normal language and language impaired. African American English speakers with normal language scored significantly lower on the Test of Language Development-2P compared to white normal-language subjects, but did not differ on processing tasks. (Contains references.) (Référence extraite de la base ERIC)

SCHRANK Fredrick A.
Comparative Validity of Three English Oral Language Proficiency Tests
Bilingual Research Journal, 1996 vol. 20, p. 55-68
Examines three English oral language proficiency tests in terms of whether the tests measure basic interpersonal communication skills or cognitive-academic language proficiency. Suggests that oral language proficiency tests should be academic in nature if their purpose is to determine whether language-minority students can meet the demands of monolingual instruction in English. (Référence extraite de la base ERIC)

SHAW Susan, Ed.
Intercultural Education in European Classrooms: Intercultural Education Partnership
2000, 148 p.
This collection of papers demonstrates the role of the Intercultural Educational Partnership in the United Kingdom. It offers contributions from teachers, educationalists and academics in the field of second/additional language learning. The papers include: "Introduction: 'Learners' or 'Learned'" (Susan E. Shaw); "Second Language Pedagogy: A Value Free Zone?" (Constant Leung); "Accelerated Schooling for All Students: Research Findings on Education in Multilingual Communities" (Wayne P. Thomas and Virginia P. Collier); "Learning to Read in a Second Language: Fact and Friction" (Jim Cummins); "Lefteris Doesn't Go To School Any Longer" (Kostas Magos); "The Power of Babel: Collaboration and Empowerment (an extract)" (Viv Edwards); "'Mum, Let's Learn Together!': Some Examples of Parental Participation Using the Mother Tongue" (Joke Kypriotakis); "Teaching Academic Language to Pupils With EAL" (Carrie Cable); "A Holistic Approach to Second Language Assessment and Planning: Using and Developing the Full Repertoire" (Tim Parke); "Bilingual Teaching in a Russian-Finnish Class" (Anna Hirvoven); "Adaptation to Classroom Language" (Maria Pinzani Tanini); and "Teaching English as an Additional Language: Time For a Productive Synthesis" (Susan Jaine). (Contains 140 bibliographic references). (Référence extraite de la base ERIC)

SHOHAMY Elana
The Relationship between Language Testing and Second Language Acquisition, Revisited.
System, December 2000, vol. 28, n° 4, p. 541-53
Examines the relationship between and the relevance of second language acquisition (SLA) and language testing (LT). The relevance of LT to SLA is examined based on written interviews with leading scholars in SLA who were asked about the relevance of LT to their work. (Référence extraite de la base ERIC)

SHULMAN Brian B.
Language Assessment: Current Issues and Anticipated Trends.
Diagnostique, 1994-1995, vol. 20, n° 1-4, p. 53-69
This article on language assessment differentiates between linguistic competence and communicative competence as a theoretical framework. Descriptive assessment is discussed as it relates to the role of context, language sampling, and play-based assessments. Finally, the impact of descriptive assessment on the future of speech and language assessment is addressed. (Référence extraite de la base ERIC)

SHOHAMY Elana
Language testing : matching assessment procedures with language knowledge
Evaluation in education and human services, 1996, p. 143-160
(Référence extraite de la base ERIC)

SCHNEIDER Günther
Réfléchir sur les expériences d'apprentissage : en évaluer les résultats
Babylonia, 2000, n° 1, 88 p.
Ce numéro consacré à l'évaluation s'attache à différentes questions : l'évaluation dans l'enseignement immersif, l'évaluation d'un stage linguistique et l'évaluation des compétences socioculturelles de l'étudiant.

SPELBERG Henk C. Lutje, BOER Paulien-de, VAN DEN BOS Kees P.
Item Type Comparisons of Language Comprehension Tests
Language Testing, 2000, vol. 17, n° 3, p. 311-22
Compares two language tests with different item types. The tests are the Dutch Reynell test and the BELL test. Both tests were administered to 64 Dutch kindergarten children with an average age of 70.3 months. Regression analyses indicate that item type does not contribute significantly to prediction of item difficulty, but the linguistic features, in contrast, do. (Référence extraite de la base ERIC)

SPRINGER Claude
Diagnostic, bilan de compétences certification : les nouveaux habits de l'évaluation
Langues modernes (Les), avril 2001, n° 2, p. 48-61

SPRINGER Claude
Diagnostiquer/Certifier les compétences en langues : nouvelles perspectives de l'évaluation en langues
Grenoble : ACEDLE, octobre 2000, p. 171-178

TOMASSONE Roberte
Évaluer les compétences en langue
Français aujourd'hui (Le), janvier 2003, n° 140, p. 19-28

TRIBBLE Christopher
Designing Evaluation Into Educational Change Processes
ELT Journal, october 2000, vol. 54, n° 4, p. 319-27
Discusses the integration of insider-managed baseline evaluation into project and program design in educational change processes. Drawing on examples taken from recent experiences of English language teaching projects in Central Europe and China, the benefits of using insider-managed baseline studies are outlined. (Référence extraite de la base ERIC)

YOUNG Richard F.
Discourse Approaches to Oral Language Assessment
Annual Review of Applied Linguistics, 2002, vol. 22, p243-62
Looks at a sample conversation and examines layers of interpretation that different academic traditions have constructed to interpret it. Reviews studies that have compared the discourse of oral interaction in assessment with oral discourse in contexts outside the assessment. Discusses studies that related ways of speaking to cultural values of communities to understand cultural miscommunication that occurs in assessment. (Référence extraite de la base ERIC)

Outils d’évaluation pour les langues vivantes

Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer
Paris : Didier, 2001, 191 p., bibliogr., annexes
Résultat d'une recherche menée pendant plus de dix ans par des linguistes de renom dans les quarante et un États membres du Conseil de l'Europe, ce document vise à encourager les praticiens des langues vivantes à se poser des questions sur leur façon d'enseigner et à faciliter les échanges d'informations entre praticiens et apprenants. Les chapitres traitent successivement des principes fondamentaux et de leurs conséquences pratiques, des niveaux communs de référence, de l'utilisation de la langue, des compétences de l'apprenant/utilisateur, des opérations d'enseignement et d'apprentissage des langues, de diversification linguistique dans la conception de curriculum et d'évaluation.

DAVIDSON F., LYNCH B.
Testcraft : a teacher's guide to writing and using language test
London : Yale University Press, 2001, 149 p., bibliogr.,annexes, index thématique
Cet ouvrage, à l'approche pragmatique et pédagogique, explicite le processus de création de tests de langue et propose des outils nécessaires à leur élaboration. Après avoir rappelé dans les chapitres liminaires la nature du travail de test et les composantes du cahier des charges du test, les auteurs analysent les problèmes rencontrés dans l'écriture de ces spécifications. Ils présentent en détail l'élaboration du test, les facteurs qui rentrent en ligne de compte dans les choix de l'objet et du contenu de l'évaluation, enfin l'équipe et le travail de groupe nécessaires à cette élaboration. Le dernier chapitre pose la question de la défense du test (comment, par qui et pour qui).

Portfolio européen des langues : pour jeunes et adultes
CRDP de Basse-Normandie : Didier, janvier 2001, 36 p.
Le porfolio est commun aux différents pays européens dans sa structure et par les références à la même échelle de compétences. Ce document s'articule autour de trois parties : le passeport de langues, où figure le niveau de performance en compréhension et expression - la bibliographie langagière, pour que l'apprenant fasse le point sur son niveau, se fixe des objectifs et auto-évalue ses progrès - le dossier, qui comportera les documents attestant d'un niveau de performance, tels que les travaux réalisés ou les diplômes.

SCHNEIDER Günther, LENZ Peter
Portfolio européen des langues : guide à l'usage des concepteurs
Centre d'enseignement et de recherche en langues étrangères, septembre 2001, téléchargé de www.culture2.coe.int/portfolio//documents_intro/Fguide.pdf
Ce guide à l'usage des concepteurs définit les principes, les buts et les fonctions du Portefolio européen des langues, les modèles fondamentaux d'un Portefolio ainsi que les trois parties (le Passeport de langues, la Biographie langagière et le Dossier) qui le composent, l'élaboration des descripteurs, évoque les problèmes de langue, la présentation matérielle d'un Portefolio et propose une bibliographie.