Nützliche(re) Sprachtests

Abstract

Beispiele fûr die formative Beurteilungs-praxis vor dem Hintergrund einer neueren Perspektive auf Test-Gütekruterien

Practicable? – Definitely! Reliable? – As much as possible. Valid? – Yes, at least to some degree! Practicable, reliable, valid: language assessment - from standardized language testing to informal classroom assessment - must be all of this, and even more. Language assessments need to suit their purpose and be useful to those concerned by them, to teachers and learners in particular. This is how recent conceptualizations of test quality can be summarized (cf. Green, 2014; Bachman & Palmer, 2010; Grotjahn & Kleppin, 2015). With this in mind, first the concept of usefulness will be presented. This is then used as a point of departure for a closer look at two very different forms of assessment: C-Tests and Dynamic Assessments. Both forms are still not commonly found in practice but can be very useful additions to a teacher’s assessment toolkit.