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1、DesignandAnalysisinTask-BasedLanguageAssessmentCSETechnicalReport579RobertJ.MislevyUniversityofMarylandLindaS.SteinbergandRussellG.AlmondEducationalTestingServiceOctober2002CenterfortheStudyofEvaluationNationalCenterforResearchonEvaluation,Standards,a
2、ndStudentTestingGraduateSchoolofEducation&InformationStudiesUniversityofCalifornia,LosAngelesLosAngeles,CA90095-1522(310)206-1532Project3.6GroupActivityonCognitiveValidityRobertJ.Mislevy,ProjectDirectorCRESST/UniversityofMarylandCopyright©2002TheRegen
3、tsoftheUniversityofCaliforniaTheworkreportedhereinwassupportedundertheEducationalResearchandDevelopmentCentersProgram,PR/AwardNumberR305B960002-01,asadministeredbytheOfficeofEducationalResearchandImprovement,U.S.DepartmentofEducation.Thefindingsandopi
4、nionsexpressedinthisreportdonotreflectthepositionsorpoliciesoftheNationalInstituteonStudentAchievement,Curriculum,andAssessment,theOfficeofEducationalResearchandImprovement,ortheU.S.DepartmentofEducation.DESIGNANDANALYSISINTASK-BASEDLANGUAGEASSESSMENT
5、1RobertJ.MislevyCRESST/UniversityofMarylandLindaS.SteinbergandRussellG.AlmondEducationalTestingServiceAbstractTask-basedlanguageassessment(TBLA)growsfromtheobservationthatmasteringthegrammarandlexiconofalanguageisnotsufficientforusingalanguagetoachiev
6、eendsinsocialsituations.InTBLA,languageuseisobservedinsettingsthataremorerealisticandcomplexthanindiscreteskillsassessmentsandthattypicallyrequiretheintegrationoftopical,social,and/orpragmaticknowledgealongwithknowledgeoftheformalelementsoflanguage.Bu
7、tdesigninganassessmentisnotaccomplishedsimplybydeterminingthesettingsinwhichperformancewillbeobserved.TBLAraisesquestionsofjusthowtodesigncomplextasks,evaluatestudents’performances,anddrawvalidconclusionstherefrom.Thispaperexaminesthesechallengesfromt
8、heperspectiveof“evidence-centeredassessmentdesign.”Themainbuildingblocksarestudent,evidence,andtaskmodels,withtaskstobeadministeredinaccordancewithanassemblymodel.Wedescribethesemodels,showhowtheyarelinkedandassembledtoframeanassessmentargumen
