日本言語テスト学会 2018年度全国研究大会中止後の今後の対応について
PDFファイル内の詳細をご覧ください。
Concerning the Cancellation of the 2018 JLTA Annual Conference
See the PDF file for details.
投稿者: 小泉 利恵
JLTA 2018: 第22回全国研究大会発表要綱 Handbook of the 22nd Conference
JLTA 2018: 日本言語テスト学会（JLTA）第22回全国研究大会発表要綱 Handbook of the 22nd Conference of the Japan Language Testing Association
日本言語テスト学会（JLTA）第22回全国研究大会を開催いたします。
今回も基調講演・シンポジウムが英語でなされ、Korea English Language Testing Association (KELTA) からの発表者もお呼びします。
大会発表要綱 (Conference program): 完全版 (Full) 簡易版 (Simplified)
大会ホームページ：http://jlta2016.sakura.ne.jp/?page_id=18
開催日：2018年9月8日(土)～2018年9月9日(日)
第1日目（9月8日）： Workshop：14時00分～17時15分 (途中15分の休憩を含む）
＜会場＞ 北海学園大学豊平キャンパス７号館D31
＜タイトル＞「ベイズ統計とその外国語教育研究への応用」
講師：草薙 邦広（広島大学）
参加費：1,000円
定員：30名
第2日目（9月9日）：基調講演、シンポジウム、研究発表、実践報告、企業・団体展示・懇親会等
＜会場＞
北海学園大学豊平キャンパス７号館（〒062-8605 札幌市豊平区旭町4丁目1番40号）
http://hgu.jp/guide/access/
＜大会テーマ＞
Evaluating Language Assessments in Japan
＜基調講演＞
講演者：Antony J. KUNNAN (University of Macao)
Title: An ethics-based approach to the evaluation of language assessments
＜シンポジウム＞
テーマ：Evaluating fairness and justice of university entrance English examinations in Japan
コーディネーター：齋藤英敏 (茨城大学)
パネリスト： 澤木泰代 (早稲田大学) 印南洋 (中央大学) 齋藤英敏 (茨城大学)
＜参加費＞
院生・JLTA会員・JALT TEVAL SIG会員：1,000円
未会員：3,000円
学部生：無料（学生証提示を当日受付でお願いします）
今回も、JALT (Japan Association for Language Teaching) Testing and Evaluation Special Interest Group (TEVAL SIG: http://teval.jalt.org/) が協賛となり、JALT TEVAL SIG会員はJLTA会員と同じ扱いで、ご参加・ご発表いただけます。
記録的な大雨への御見舞い
JLTA会員の皆さま
西日本での記録的な大雨によって被害にあわれた会員の方々、ご関係者の方々には、心よりお見舞い申し上げます。
会長からのメッセージを送ります。
Dear JLTA members
I would like to express my sincere sympathy for this time of the disaster in western Japan. Though I hope at least your relating people are not directly involved in this, please let me know if any help needed I can do for you.
United in prayer,
Yoshinori Watanabe
JLTA President
日本言語テスト学会（JLTA）第22回全国研究大会のご案内と発表者募集 / The 22nd Japan Language Testing Association Annual Conference (JLTA 2018): Call for Papers
日本言語テスト学会（JLTA）第22回全国研究大会を下記の要領で開催いたします。皆さまのご参加並びに、大会テーマや言語テスト・評価全般に関連した研究発表、実践報告のご応募をお待ちしております。
今回も基調講演・シンポジウムが英語で実施され、Korea English Language Testing Association (KELTA) からの発表者もお呼びする予定です。英語による発表も歓迎いたします。
発表時間は、発表20分と質疑応答10分の合計30分です。第一発表者としての発表は、一人一回のみとさせていただきますが、第一発表者以外での発表回数には制限はありません。
今回の大会では、中学生以上向けの家族控室が設置されます。
大会ホームページ：
The 22nd Japan Language Testing Association Annual Conference (JLTA 2018): Call for Papers
The Japan Language Testing Association (JLTA) invites presentation proposals for its annual conference. We look forward to receiving your proposals related to the conference theme, and to language testing and assessment in general.
At this year’s conference, the keynote speech and the symposium will be presented in English. We are also expecting presenters from our partner association, Korea English Language Testing Association (KELTA), who will also be presenting in English. We welcome proposals for presentations to be given in English.
Presenters will each have 20 minutes to present their research papers or assessment practices followed by 10-minute discussion. Note that each participant can present multiple times, but only once as the first presenter.
This year’s conference has a special room for family members (junior high school students or higher).
Conference website:
JACET SIG第180回東アジア英語教育研究会・日本言語テスト学会協賛・西南学院大学英語教育研究会
記：JACET SIG第180回東アジア英語教育研究会・
日時：12月2日（土）14：00–17：15
場所：西南学院大学西南コミュニティーセンター
テーマ：「ことばの学習と習得を科学する」
内容：
研究発表：心理言語学研究「tough構文の理解：
「第2言語理解におけるメロディー呈示の有効性」村木華子（
「C-Test項目の難度決定要因の探究」田中清之介（
「個人別態度構造分析ｆを利用した英語教育の試み英語教員の「
「英語科教員の「人間性」に関する個人別態度構造分析」
「英語学習に対する「意識の差」に関する個人別態度構造分析」
参加費 500円 問い合わせ 伊藤彰浩: ltsla77@hotmail.com
JACET SIG第181回東アジア英語教育研究会
日時：12月2日（土） 15：30-17：35
場所：西南学院大学 1号館307号教室
テーマ：「これからの英語教育ー質保証にむけて」
内容：
「外国語授業における学びの質ー学習者の視点から」加藤由崇（
「意味を重視した英語指導法の構築と検証」細越響子（
「詩とは何か」からはじまる音声指導ー英詩研究者からの提言（
問い合わせ 鹿児島大学 原 隆幸 Tel 099-285-8867 , yuenlung@yahoo.co.jp
第４６回日本言語テスト学会(JLTA)研究例会/第４回中部地区英語教育学会(CELES)近畿地区研究会
第４６回日本言語テスト学会（JLTA）研究例会/第４回中部地区英語教育学会（CELES）近畿地区研究会
主催：日本言語テスト学会/中部地区英語教育学会近畿地区
- 日時：２０１７年１０月２８日(土曜日）
- 場所：桃山学院大学２号館３０２（CALL-2）教室
- テーマ：ダイナミック・アセスメント：指導と評価の一体化
日程
受付 １２：３０－
開会の辞 １３：００ JLTA事務局次長 片桐一彦（専修大学）
諸連絡
第１部 １３：１０－１４：４０ 講演 西本有逸氏（京都教育大学）
演題：「英語教員のためのダイナミック・アセスメント入門」」
第２部 １４：５５－１５：５５ ワークショップ 島田勝正（桃山学院大学）
「多肢選択式語彙・文法テスト作成上の留意点」
第３部 １６：１０－１７：４０ 講演 住 政二郎氏（関西学院大学）
演題：「Computerized Dynamic Assessment (C-DA): Learning Possibility Scoreと指導への応用」
閉会の辞 １７：４０ CELES近畿地区運営委員 大和隆介（京都産業大学）
懇親会 １８：００－２０：００ 「夢景色」
- 参加費：無料
- 問い合わせ先：桃山学院大学 島田勝正 0725-54-3131(ext.3727) email: kshimada@andrew.ac.jp
- 桃山学院大学へのアクセス http://www.andrew.ac.jp/access/
JLTA 2017 Program
日本言語テスト学会（JLTA）第21回全国研究大会のご案内
(完全版・簡易版プログラムは以下をご覧ください。Please see the full and simplified versions of the program below.）
大会要綱 (Conference program): 完全版 (Full) 簡易版 (Simplified)
大会ホームページ：
開催日：2017年9月9日(土)～2017年9月10日(日)
会場：会津大学
日本言語テスト学会（JLTA）研修講師派遣事業
日本言語テスト学会では、テスト利用、作成に関わる講師派遣事業を行っております。研修講師の派遣を希望される機関・団体の方は、下記の内容をご確認の上、お申し込みいただければ幸いです。
1. 研修講師派遣事業開始の目的
小学校英語の正式科目化や大学入試改革を始めとし、今日、日本における外国語教育の転換点を迎えようとしています。その上で言語テストへの理解を深め、適切なテストを開発・実施し、外部試験の成績の適切な利用を促進することを目的とし、本事業を開始いたします。
2. 講師について
本事業に登録した講師はすべて日本言語テスト学会の名誉会員、もしくは一般会員であり、言語テストの専門的知識を有する者のみで構成されております。講師によって派遣可能な地域や講習可能な分野などに違いがある場合があるため、別添の講師リストをご確認の上、お申込みくださいますようお願い致します。
3. 申し込みのできる教育機関・団体について
都道府県・市町村教育委員会や、私学協会、学会、有志で集まる勉強会等、言語テストの研修実施を希望されているすべての団体を含みます。
4. 講師派遣の流れ
(1) 申し込みの流れ
各教育機関・団体で研修等の実施が決まり、講師の派遣を希望される場合、下記のリンクへお進みください。必要事項をすべてご記入いただき、お申し込みください。
URL: https://iap-jp.org/jlta/instructor/member/
(2) 派遣決定までの流れ
- 申し込み頂いた内容を確認し、毎月末日に集計し、ご希望の講師本人に、申し込みがあった旨を通知します。
- 講師の派遣決定までの調整は事務局が担当します。講師から派遣に応じる連絡があった場合には、講師との連絡先を申し込み者に通知し、その後は、依頼者（団体）と講師の間で直接調整をしていただきます。そのため、ご登録頂いてから講師からの回答まで最長で1ヶ月程度の時間を要する場合もございますことにご留意いただきたく存じます。
(3) 交通費・謝金等の対応について
交通費や謝金等については依頼者（団体）と派遣講師が直接行っていただくようお願い致します。この際に生じたトラブルについて、JLTAは一切責任を負いません。税務上の対応を含め、申込者（団体）でご対応くださるようお願い致します。
(4) 研修終了後の対応
研修終了後、3ヶ月以内に200文字程度の報告書1編を作成し、JLTA事務局にメールの添付書類でお送りいただきます。（報告書のテンプレートのファイルは後でお送りします）。報告書は、会員に通知するために、概要等を抽出して本学会のNewsletterに掲載しますので、予めご了承をお願いいたします。
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問い合わせ先 JLTA事務局次長 弘前大学教育推進機構 教養教育開発実践センター 横内裕一郎 TEL: 0172-39-3648（直通） E-mail: yuichiro.yokouchi@gmail.com |
JLTA Journal 19 Special Issue 特別号公開
JLTA Journal 19 Special Issue 特別号公開
JLTA Journal 20周年記念特別号 が公開されました。言語テスティング研究の最新情報などが、日英のどちらかで書かれています。
JLTA Journal Vol. 19 Supplementary: 20th Anniversary Special Issue is now open for public.
Up-to-date information on language assessment studies is written in either English or Japanese.
[Special issue uploaded on the J-Stage platform]
Edited by
Yoshinori WATANABE (Chief Editor), Rie KOIZUMI, Hideki IIMURA, and Sachiyo TAKANAMI
目次
第1章：JLTAの歴史的経緯···························································· 1
大友賢二·················································································· 2
ランディ・スラッシャー····························································· 7
第2章：JLTAとテスト研究·························································· 10
ジェームズ・ディーン・ブラウン··············································· 11
クォン・オリャン···································································· 12
アンソニー・グリーン······························································ 13
ジョン・リード······································································· 15
フレッド・デヴィッドソン························································ 16
デイヴィッド・ベグラー··························································· 18
バリー・オサリバン································································· 19
ウォンキー・リー···································································· 21
浪田克之介············································································· 21
中村優治················································································ 22
木下正義················································································ 24
池田央··················································································· 26
羽鳥博愛················································································ 27
田中正道················································································ 28
野呂忠司················································································ 30
柳瀬陽介················································································ 32
第3章：これからのテスト研究····················································· 33
3.1 適切なテスト使用のために必要な事項······································· 34
3.1.1 妥当性と信頼性································································ 35
3.1.2 波及効果と影響································································ 41
3.1.3 公平性，倫理規範と標準化················································· 45
3.2 適切なテスト作成・使用の原則················································ 49
3.2.1 テストの使用目的と構成概念·············································· 50
3.2.2 テスト細目······································································ 56
3.2.3 受容技能のテスト形式······················································· 61
3.2.4 産出技能のテスト形式······················································· 65
3.2.5 項目作成とタスクデザイン················································· 69
3.2.6 評価尺度の開発································································ 73
3.2.7 評価者による評価（採点）と評価者訓練······························· 77
3.2.8 テストの標準化と等化······················································· 81
3.2.9 妥当性検証······································································ 90
3.2.10 利害関係者への結果のフィードバック································ 94
3.3 言語知識と技能の評価···························································· 99
3.3.1 リスニングの評価··························································· 100
3.3.2 リーディングの評価························································ 104
3.3.3 スピーキングのモノローグの評価······································ 108
3.3.4 スピーキングの対話の評価··············································· 112
3.3.5 技能統合的スピーキングの評価········································· 116
3.3.6 独立的ライティングの評価··············································· 122
3.3.7 技能統合的ライティングの評価········································· 128
3.3.8 語彙の評価···································································· 132
3.3.9 文法の評価···································································· 138
3.3.10 綴り（スペリング）の評価·············································· 142
3.3.11 発音の評価··································································· 146
3.3.12 第二言語としての日本語の評価········································ 150
3.4 評価の新しい方向性····························································· 155
3.4.1 Can-Do評価···································································· 156
3.4.2 ヨーロッパ言語共通参照枠と評価の関連づけ······················· 160
3.4.3 子どもの学習者の言語力の評価········································· 165
3.4.4 英語教師の評価······························································ 168
3.4.5 教室における評価··························································· 173
3.4.6 特定の目的のための評価·················································· 178
3.4.7 コンピュータ適応型テスティング〔理論編〕······················· 182
3.4.8 コンピュータ適応型テスティング〔実践編〕······················· 186
3.5 言語テスト研究の理論と方法················································· 191
3.5.1 古典的テスト理論··························································· 192
3.5.2 一般化可能性理論··························································· 196
3.5.3 二値項目のラッシュ分析·················································· 201
3.5.4 多相ラッシュ分析··························································· 207
3.5.5 項目応答理論································································· 211
3.5.6 潜在ランク理論······························································ 217
3.5.7 認知的診断モデリング····················································· 223
3.5.8 差異項目機能································································· 228
3.5.9 確認的因子分析······························································ 232
3.5.10 マルチレベル分析·························································· 236
3.5.11 メタ分析······································································ 240
3.5.12 質的方法······································································ 244
Table of Contents
Chapter 1: Historical Developments of JLTA······························· 1
Kenji OHTOMO····························································· 2
Randy THRASHER························································· 7
Chapter 2: JLTA and Language Assessment Studies····················· 10
James Dean BROWN······················································ 11
Oryang KWON····························································· 12
Anthony GREEN··························································· 13
John READ································································· 15
Fred DAVIDSON·························································· 16
David BEGLAR···························································· 18
Barry O’SULLIVAN······················································· 19
WonKey LEE······························································· 21
Katsunosuke NAMITA···················································· 21
Yuji NAKAMURA························································· 22
Masayoshi KINOSHITA·················································· 24
Hiroshi IKEDA····························································· 26
Hiroyoshi HATORI························································ 27
Masamichi TANAKA····················································· 28
Tadashi NORO····························································· 30
Yosuke YANASE··························································· 32
Chapter 3: Future of Language Assessment······························· 33
3.1 Fundamental Considerations for Appropriate Test Uses············ 34
3.1.1 Validity and Reliability············································· 35
3.1.2 Washback and Impact··············································· 41
3.1.3 Fairness, Ethics and Standards····································· 45
3.2 Principles of Appropriate Test Development and Use··············· 49
3.2.1 Test Purpose, Use, and Construct································· 50
3.2.2 Test Specifications··················································· 56
3.2.3 Test Format of Receptive Skills··································· 61
3.2.4 Test Format of Productive Skills·································· 65
3.2.5 Item Writing and Task Design····································· 69
3.2.6 Development of Rating Scales····································· 73
3.2.7 Human Scoring and Rater Training······························· 77
3.2.8 Test Standardization and Equating································ 81
3.2.9 Validation····························································· 90
3.2.10 Feedback on Test Results to Stakeholders······················ 94
3.3 Assessing Language Knowledge and Skills··························· 99
3.3.1 Assessing Listening················································ 100
3.3.2 Assessing Reading················································· 104
3.3.3 Assessing Monologic Speaking·································· 108
3.3.4 Assessing Interactive Speaking·································· 112
3.3.5 Assessing Integrated Speaking··································· 116
3.3.6 Assessing Independent Writing·································· 122
3.3.7 Assessing Integrated Writing····································· 128
3.3.8 Assessing Vocabulary·············································· 132
3.3.9 Assessing Grammar················································ 138
3.3.10 Assessing Spelling················································ 142
3.3.11 Assessing Pronunciation········································· 146
3.3.12 Assessing Second Language Japanese························· 150
3.4 New Directions for Assessment······································· 155
3.4.1 Can-Do Assessment··············································· 156
3.4.2 Relating Assessment to Common European Framework of
Reference····································································· 160
3.4.3 Assessing Young Learners········································ 165
3.4.4 Assessing English Teachers······································· 168
3.4.5 Classroom-Based Assessment···································· 173
3.4.6 Specific Purposes Assessment···································· 178
3.4.7 Computer Adapted Testing [Theory]···························· 182
3.4.8 Computer Adapted Testing [Application]······················ 186
3.5 Theories and Methods of Language Assessment···················· 191
3.5.1 Classical Test Theory·············································· 192
3.5.2 Generalizability Theory··········································· 196
3.5.3 Rasch Analysis for Dichotomous Items························· 201
3.5.4 Multi-Faceted Rasch Analysis··································· 207
3.5.5 Item Response Theory············································· 211
3.5.6 Latent Rank Theory················································ 217
3.5.7 Cognitive Diagnostic Modeling·································· 223
3.5.8 Differential Item Functioning···································· 228
3.5.9 Confirmatory Factor Analysis···································· 232
3.5.10 Multilevel Analysis··············································· 236
3.5.11 Meta-Analysis····················································· 240
3.5.12 Qualitative Methods·············································· 244
大学入学希望者学力評価テスト（仮称）における英語テストの扱いに対する提言
以下のリンクに情報を載せてあります。The documents includes a translated version of our proposal.