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