Showing papers by "Carsten Roever published in 2006"

Language testing: The social dimension

Abstract: In this book, the authors foreground an aspect of language testing that is usually not much discussed and is frequently considered an “advanced” topic: the social dimension of language testing. They see various social dimensions in language testing. There are socially oriented language tests, i.e., tests which assess learners’ ability to use language in social settings. These are primarily oral proficiency interviews and tests of second language pragmatics. But the authors also understand “social” as “societal” and look at the larger-scale impact of tests on individual learners or groups of learners by discussing fairness and bias in language testing. They also broaden their view and discuss the role of language testing in a macro-social context, e.g. as accountability measures in education systems, as gatekeeping instruments for migration, and as tools for constructing and defining social groups. Their discussion is anchored in traditional and more recent views of validity theory.

Language testing : The social dimension

Abstract: In this book, the authors foreground an aspect of language testing that is usually not much discussed and is frequently considered an "advanced" topic: the social dimension of language testing. They see various social dimensions in language testing. There are socially oriented language tests, i.e., tests which assess learners' ability to use language in social settings. These are primarily oral proficiency interviews and tests of second language pragmatics. But the authors also understand "social" as "societal" and look at the larger-scale impact of tests on individual learners or groups of learners by discussing fairness and bias in language testing. They also broaden their view and discuss the role of language testing in a macro-social context, e.g. as accountability measures in education systems, as gatekeeping instruments for migration, and as tools for constructing and defining social groups. Their discussion is anchored in traditional and more recent views of validity theory. © 2006 Blackwell Publishing Ltd.

Validation of a web-based test of ESL pragmalinguistics:

Abstract: Despite increasing interest in interlanguage pragmatics research, research on assessment of this crucial area of second language competence still lags behind assessment of other aspects of learners...

A Comparison of Paediatric Occupational Therapy University Program Curricula in New Zealand, Australia, and Canada

Abstract: Comparisons were made of the paediatric content of professional entry-level occupational therapy university program curricula in Australia, New Zealand, and Canada using an ex post facto survey methodology. The findings indicated that in Australia/New Zealand, paediatrics made up 20% of the total curriculum, but only 13% in Canada. Canadian reference materials were utilized less often in Canadian universities than in Australia/New Zealand. Theories taught most often in Australia/New Zealand were: Sensory Integration, Neurodevelopmental Therapy, Client-Centered Practice, Playfulness, and the Model of Human Occupation. In Canada, the most frequent theories were: Piaget's Stages of Cognitive/Intellectual Development, Neurodevelopmental Therapy, Erikson's Eight Stages of Psychosocial Development and Sensory Integration. The most frequently taught paediatric assessment tools in both regions were the Bruininks-Oseretsky Test of Motor Proficiency and Miller Assessment for Preschoolers. Paediatric intervention methods taught to students in all three countries focused on activities of daily living/self-care, motor skills, perceptual and visual motor integration, and infant and child development.