E-grāmata: Introducing Second Language Assessment

'This textbook addresses a real need in the field: a language assessment book that makes theory interpretable and comprehensible, while providing practical examples and applications that will help students become better language testers. The end-of-chapter discussion questions are an invaluable resource for instructors.' Elvis Wagner, Temple University 'This is a genuinely easy-to-read, comprehensive introduction to the complexities of language assessment. Many personal anecdotes, reflection questions, non-technical hands-on exercises, examples from real language classrooms, and supplementary online materials make this an engaging, state-of-the-art resource, valuable for language teachers, language teacher educators, students of applied linguistics, and everyone who wants to better understand the basics of language assessment.' Benjamin Kremmel, University of Innsbruck 'This book is an invaluable resource for educators, students, and researchers alike. It offers accessible insights into language assessment, focusing on practical implications. With clear guidelines for integrating cutting-edge technology such as Chatbots and virtual environments, it provides hands-on training and fosters critical discussions on language testing techniques. It is a must-read for anyone passionate about second language assessment.' Nasser Jabbari, University of Essex 'An indispensable resource, this textbook deftly bridges the theoretical and practical realms of second language assessment. Enhanced by cutting-edge technologies like generative AI, it offers both novices and experienced practitioners a profound and accessible exploration of the field.' Jessica Wu, Language Training and Testing Center, Taiwan 'Ockey bridges the worlds of language testing and educational assessment to give a comprehensive grounding in the principles of effective practice. The historical context is especially valuable in supporting more critical evaluation of current testing practices. I will be using this book with master's and doctoral students in TESOL because it shows how educators can use assessment to drive learning, building on key concepts such as assessment use arguments and needs analyses.' Mark Carver, University of St. Andrews 'Introducing Second Language Assessment provides an engaging overview of assessment practices by blending theory, practice, and personal experience. Ockey's adept and accessible exploration illuminates the importance of effective assessment design and is sure to resonate with undergraduate students who are just beginning their teaching journey.' Suzanne Johnston, University of Central Arkansas 'This is a timely addition to the shelves of applied linguists, students, and practicing teachers. In a clear and accessible way, Ockey presents a comprehensive overview of the key issues related to second language assessment, with a focus on developing practical understanding of research findings in this area and their relevance to language education. Of particular value are the numerous hands-on activities, discussion points, and additional teaching resources interspersed throughout the chapters, as they will undoubtedly assist the use of this book as both a textbook and a springboard to reflect on the role of assessment in the language learning and teaching process.' Pawel Szudarski, University of Nottingham 'In Introducing Second Language Assessment, Gary Ockey draws on decades of experience as an assessment developer, teacher, and world-class researcher to provide an overview of language assessment fit for the modern age. The book is written in an accessible style, suitable for those exploring the field of language assessment for the first time, with particularly clear explanations of statistical analyses. Each chapter includes case studies, reflection questions, exercises, and recommendations for further study, making for an engaging read. There is also a welcome focus on the role of new technologies in language assessment. This book will be of great use to anyone who seeks to develop their language assessment literacy.' Luke Harding, Lancaster University