3000 tests for the three_courses Edward Rosset

This book is divided into three parts. Each part corresponds with the grammar structures given in the first three courses of Schools of Languages, for example: simple present, simple past, present continous, present perfect, etc.


                                                   
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Cheng, L., W. and Curtis . (2004). Washback in Language Testing. Lawrence Erlbaum Associates place.

Washback refers to the influence of language testing on teaching and learning. This volume, at the important intersection of language testing and teaching practices, presents theoretical, methodological, and practical guidance for current and future washback studies.

In the field of language testing, researchers' major interest has traditionally been focused on issues and solving problems inherent in tests in order to increase their reliability and validity. However, the washback effect goes well beyond the test itself to include factors, such as curriculum, teacher and learner behaviors inside and outside the classroom, their perceptions of the test, and how test scores are used. Only recently have researchers started to empirically investigate the phenomenon of washback. This volume of such research serves two essential purposes by:

*providing an overview of the complexity of washback and the various contextual factors entangled within testing, teaching, and learning; and
*presenting empirical studies from around the world that offer insights into the effects of washback in specific educational contexts and models of research on which future studies can be based.

The extensive use of test scores for various educational and social purposes in society nowadays makes the washback effect a high-interest phenomenon in the day-to-day educational activities of teachers, researchers, program coordinators/directors, policymakers, and others in the field of education. Washback in Language Testing: Research Contexts and Methods is a valuable resource for those who are interested in the application of findings to actual teaching and learning situations or conduct washback research in their own contexts, including educational and psychological testing experts, as well as alternative assessment people in all fields, and for policy- and decision-makers in educational and testing organizations.

                                                           
                                                         
                                       https://docs.google.com/file/d/0Bz-Q0p2Ck54Hc2FpdTNZdXctY3c/edit

Lyle F. Bechman. (1990). Fundamental Considerations in Language Testing. Oxford University press place.

Here is a clear and authoritative discussion of the basic concerns which underlie the development and use of language tests, and an up-to-date synthesis of research on testing. Primarily for students on teacher education courses, it is also an invaluable resource for all those professionally involved in designing and administering tests, acting as a complement to practical 'how to' books. Winner MLA Kenneth W Mildenberger Prize



                                                     
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Language Testing . by Tim McNamara (2000) Oxford University press place.

This accessible book examines issues such as test design, the rating process, validity, measurement, and the social dimension of language testing. It looks at both traditional and newer forms of language assessment, and the challenges posed by new views.



                                                         

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Testing for Language Teacher .(2nd) By.Arthur H . Cambridge University press place.

This 2nd edition includes a new chapter on testing young learners and features expanded chapters on common test techniques and testing overall ability. There is also an additional appendix on item banking and a revised appendix on statistical analysis of test data.
                                                     

                                                     
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Testing in language Programs. BY. James D.B. (2005).

This series for teachers and teacher trainers gives sound, straightforward advice on good teaching methods, and practical suggestions for lessons and activities.

This book teaches how to develop and/or adapt all types of language testing.
-- Teachers and administrators learn how to make responsible and professional proficiency, placement, diagnostic, and achievement decisions, as well as how to design tests for program-level decisions and classroom-level decisions.
-- Topics include: types and uses of tests; developing, adapting, and improving tests; describing results and interpreting scores; correlation; test reliability; test validity and standards testing; and testing and curriculum.

                                                            
                                                             
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ASSESSMENT AND TESTING

   
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                                   http://eprints.lancs.ac.uk/14331/1/download.pdf

Assessment, Testing and Correcting Students' Errors and Mistakes

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                            http://www.languagetestingasia.com/content/pdf/2229-0443-1-3-60.pdf