The cognitive validity of reading and writing tests designed for young learners
| dc.contributor.author | Field, John | en |
| dc.date.accessioned | 2018-11-30T12:15:36Z | |
| dc.date.available | 2018-11-30T12:15:36Z | |
| dc.date.issued | 2018-06-01 | |
| dc.identifier.citation | Field J (2018) 'The cognitive validity of reading and writing tests designed for young learners', in Papp S, Rixon S, Savile J, Weir C (ed(s).). Examining Young Learners: Research and Practice in Assessing the English of School-age Learners, edn, Cambridge: Cambridge University Press pp.202-269. | en |
| dc.identifier.isbn | 9781316638200 | |
| dc.identifier.uri | http://hdl.handle.net/10547/623026 | |
| dc.description.abstract | The notion of cognitive validity becomes considerably more complicated when one extends it to tests designed for Young Learners. It then becomes necessary to take full account of the level of cognitive development of the target population (their ability to handle certain mental operations and not others). It may also be necessary to include some consideration of their level of linguistic development in L1: in particular, the degree of proficiency they may have achieved in reading and writing. This chapter examines the extent to which awareness of the cognitive development of young learners up to the age of 12 should and does influence the decisions made by those designing tests of second language reading and writing. The limitations and strengths of young learners of this age range are matched against the various processing demands entailed in second language reading and writing and are then related to characteristics of the Young Learners tests offered by the Cambridge English examinations. | |
| dc.description.sponsorship | Cambridge exams | en |
| dc.language.iso | en | en |
| dc.publisher | Cambridge University Press | en |
| dc.relation.url | https://www.cambridge.org/bm/cambridgeenglish/catalog/teacher-training-development-and-research/examining-young-learners-research-and-practice-assessing-english-school-age-learners/examining-young-learners-research-and-practice-assessing-english-school-age-learners-1?format=PB | en |
| dc.subject | language testing | en |
| dc.subject | writing | en |
| dc.subject | reading | en |
| dc.title | The cognitive validity of reading and writing tests designed for young learners | en |
| dc.title.alternative | Examining Young Learners: Research and Practice in Assessing the English of School-age Learners | en |
| dc.type | Book chapter | en |
| dc.date.updated | 2018-11-30T12:13:38Z | |
| html.description.abstract | The notion of cognitive validity becomes considerably more complicated when one extends it to tests designed for Young Learners. It then becomes necessary to take full account of the level of cognitive development of the target population (their ability to handle certain mental operations and not others). It may also be necessary to include some consideration of their level of linguistic development in L1: in particular, the degree of proficiency they may have achieved in reading and writing. This chapter examines the extent to which awareness of the cognitive development of young learners up to the age of 12 should and does influence the decisions made by those designing tests of second language reading and writing. The limitations and strengths of young learners of this age range are matched against the various processing demands entailed in second language reading and writing and are then related to characteristics of the Young Learners tests offered by the Cambridge English examinations. |