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Ornstein-Galicia; (2) DOCUMENT RESUME ED 221 023 FL 013 112 AUTHOR Seidner, Stanley S., Ed. TITLE Issues of Language Assessment: Foundations and Research. Proceedings of the Annual Language Assessment Institute (1st, Evanston, Illinois, June 17-20, 1981). INSTITUTION Illinois State Board of Education, Springfield. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 82 NOTE 138p.; Some faint type. For "Psycholinguistic Foundations of Language Assessment," see ED 206 165. For "Improving Cognition: A Multicultural Approach," see ED 209 078. For related documents, see FL 013 113-122. EDRS PRICE- MF01/PC06 Plus Postage. DESCRIPTORS *Bilingual Education; Communicative Competence (Languages); Educational Diagnosis; *Language Proficiency; *Language Research; Language Tests; Limited English Speaking; *Second Language Instruction; Sociolinguistics; *Testing ABSTRACT The following papers are included in this volume dealing with issues and research in language assessment: (1) "Sociolinguistic Foundations of Language Assessment," by J. L. Ornstein-Galicia; (2) "Language Proficiency Assessment: Research Findings and Their Application," by C. Rivera and C. Simich; (3) "The Role of Grammar in a Communicative Approach to Second Language Teaching and Testing," by M. Swain and M. Canale; (4) "Dilemmas in Diagnosis," by R. L. Thorndike; (5) "Language Proficiency Assessment: Issues and Definitions," by R. E. Beecher; (6) "Foreign Language and Bilingual Assessment: Issues Approaches," by P. Woodford; (7) "Integrating Language Assessment with Teaching Performance in Subject Areas," by G. D. Keller; (8) "On Assessing the Oral Language Ability of Limited-English Proficient Students: The Linguistic Bases of the Noncomparability of Different Language Proficiency Assessment Measures,' by B. Wald; (9) "Language Assessment Practices and Policies at Colliges Lind Universities," by S. Seidner; and (10) "Data Collection and Language Assessment Policy," by S. Duron. (AMH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ISSUES OF LANGUAGE ASSESSMENT: FOUNDATIONS AND RESEARCH V Edited by Stanley S. Seidner, Ph.D. Assistant Dean for Research and Development National College of Education U.S. DEPANFMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) LI This document hs been reproduced as 1.11 'no isS-1-wite. received from the person or organization originiting it. tMinor changes have been made Zo improve ap_ext elf_611acidion reproduction quality. Points of view or opinions stated in ihis docu- TO THE EDUCATIONAL RESOURCES ment do not necessadly represent official NIE INFORMATION CENTER (ERIC)" poaition or policy. Proceedings of the First Annual Language Assessment Institute June 17-20, 1981 Conducted at National College of Education Evanston, Illinois The activity which is the subject of this report was supportedin whole or in part by the U.S. Depart- ment of Education and the Illinois State Boardof Education. However, the opinions expressed herein do not necessarily reflect the positions or policies of theseagencies, and no official endorse-. ment by these agencies should be inferred. Developed and Pub liShed by: Illinois State Board of Education Disseminated by: Evaluation Dissemination and Assessment Center Dallas, Texas and National Clearinghouse on Bilingual Education Rosslyn, Virginia Copyright 0 1982 Illinois State Board of Education AU rights reserved. This publication is not to be reprinted or reproduced without permission of theIllinois State Board of Education. INTRODUCTION If we define a field in terms of scholarly endeavor, language assessment is a fairly recent development. Concepts of measurement remained in isolation from the study of language acquisition through the nineteenth century. Thomas Simpson's innovations of observational, error during the eighteenth century, for instance, remained confined to the study of mathematics (only a few of his contemporaries, particularly the Marquis de La Place, and the Comte de La Grange ventured to apply these mathematical concepts to astronomy). So fared the probability and antecedental formulations to the "normal curve-, as well. by another of Simpson's contemporaries, the Huguenot mathematician, Abraham De Moivre. Within one hundred years, Carl Friedrich Gauss would proclaim mathematics, "the Queen of Sciences: and introduce the application of the "normal curve" to other disciplines. The chasm between measurement and language appeared to have been inadverdently and tenuously bridged through the Wundtian school, as well as through the work of the eugenicist, Sir Francis G llton. Wilhelm Wundt's "relativity theory" formed a framework for his devoted followers to explain the psycholinguistic relationships between "Gliederung" and "Gesamtvorsfellung." It was Galton in his experiments, who had attempted to apply the theories of his cousin, Charles Darwin, in order to prove the inheritability of intelligence. Although ensconced in psychology, the important linkages between language and mea- surement seem to have become apparent, albeit grudgingly, to such modern day inheritors of "Galtonian" tradition as Arthur Jensen. Perhaps researchers will declare, within forthcoming decades. that the emergence of language assessment as an inde- pendent entity resulted in large part from developments in Civil Rights movements and a quest for social justice. Some modicum of evidence can be brought forth in support of this contention, when one views the historical rise of bilingual education and the plight of limited-English proficient populations in the United:States. New terms would appear in educational vocabulary, such as language "dominance" and "proficiency," indicating additional frontiers for exploration and pardoxes for resolution. We can exemplify this last point by sOggesting Roger Shuy's innovative concept of the "iceberg effect." Introduced in 1976, the concept posed the dilemma of reconciling statistical precision in quantifica- tion with true and complete representation of observable data. The closer one arrives to the tip of the "iceberg," the more statistically accurate are representations of surface structures (i.e., phonology, vocabulary, and grammar). The further away we go below the surface-line toward deep structures, the more accurate we are in representing semantic meaning. On one level, the precision/representation dilemma is couched in terms of discrete-point and global measures. On another level, the problem is indicative of reconciling linguistics and psychometry in language assessment. It also suggests the cross-fertilization of language assessment by developments from a myriad of disciplines, which continue to increase respective realms of knowledge at a geometric rate. With the developments will arise new isSues and paradoxes for resolution, as the alchemists of today give way to the innovators of tomorrow. For indeed, to fail to claim that one collection of ideas holds sway over one historical period would be tantamount to measuring one chronological era against the standards of another. It was with the.thought of bringing current issues to the forefront, that the First Annual Language Assessment Institute was conducted at National College of Education. This volume was conceived as the first in a series to include deliveries by participants and invited papers from theoreticians and practitioners in the field. Sponsors of the Institute, which will be repeated annually, include the National Clearinghouse for Bilingual Education; Educational Testing Service; the Evaluation. Dissemination and Assessment Center (Dallas, Texas); the Bilingual Education Service Center (Illinois); the Illinois State Bilingual Office; the Illinois Resource Center; and National College of Education. Papers in this volume are grouped into three succinct categories: Foundation, Assessment Approaches, Research and Policy. Behind the scenes in the production cif any volume of this nature, are the unsung heroes. who commit countless hours of toil and dedication. It is with grateful thanks and appreciation that acknowledgement is made to Jean Honeyman, Manager. Staff Support Services, Illinois State Board of Education, and to Lynn Rhoades, Typesetter. Staff Support Services, who so willingly gave so much time and expertise in the typesetting of this project. Bill Becker, Manager, Illi- nois State Board of Education, Internal Office Support and Printing Section. and Bernie Neff, Assistant Manager, Print- ing and Graphics were invaluable in providing much-needed material support and creative ideas. Special gratitude goes to Linda McElroy who spent many hours poring over the manuscripts and is deserving of the accolade, "an edi- tor's editor." Cornelia Powell and Steve Rothenberg added their much appreciated talent in helping design the cover and other graphics. I would also like to express my indebtedness to Maria Medina Seidner for her professionalism and patient, loving support and to my infant daughter. Jacqueline Elinor, for prolonged and welcome moments of quiet in completing this volume. Finally, my appreciation goes to the contributors of this volume for their excellent presenta- tions and papers. Editor Dr. Stanley S. Seidner Assistant Dean for Research and Development National College of Education TABLE OF CONTENTS Introduction iii Part
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