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Chinese as a Second Language Assessment

  • Book
  • © 2017

Overview

Editors:
  1. Dongbo Zhang

    1. Department of Teacher Education, Michigan State University, East Lansing, USA

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  2. Chin-Hsi Lin

    1. Department of Counseling Educational Psychology, and Special Education, Michigan State University, East Lansing, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Offers readers a deeper understanding of language assessment in an era of standards in a broad sociolinguistic and educational context
  • Goes beyond psychometric testing of Chinese with cutting-edge examinations of the interfaces of assessment with other fields
  • Equips readers with methods for assessing diverse types of CSL knowledge and skills, some of which have never been examined or reported on before
  • Includes supplementary material: sn.pub/extras

Part of the book series: Chinese Language Learning Sciences (CLLS)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xxi
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  3. Assessing Orthography, Vocabulary, and Grammar

    1. Front Matter

      Pages 89-89
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    2. How Ethnic Minority Students Perceive Patterns in Chinese Characters: Knowledge of Character Components and Structures

      • Elizabeth K. Y. Loh, Loretta C. W. Tam, Cally P. T. Lau, Shing On Leung
      Pages 91-113

    3. Developing a Word Associates Test to Assess L2 Chinese Learners’ Vocabulary Depth

      • Dongbo Zhang, Xuexue Yang, Chin-Hsi Lin, Zheng Gu
      Pages 115-140

    4. Can Grammatical Knowledge Predict Chinese Proficiency?

      • Liu Li
      Pages 141-156

  6. Back Matter

    Pages 287-293
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Keywords

About this book

This book brings together 13 original research papers that address emerging issues in the assessment of Chinese as a Second Language (CSL) in five major areas, including standards in CSL assessment; development of CSL tests; assessment of diverse knowledge and skills; computer-supported assessment; and CSL assessment in relation to instruction and teachers’ assessment competence. It goes beyond the psychometric testing of Chinese and provides cutting-edge examinations of the interfaces of assessment with sociology of language, acquisition, pedagogy, and modern technologies, as well as teacher education. Given its unique features and broad range of topics, the book offers an intriguing and valuable resource, not only for scholars and researchers but also teacher educators and assessment practitioners who are directly or indirectly involved in CSL assessment.

Editors and Affiliations

  • Department of Teacher Education, Michigan State University, East Lansing, USA

    Dongbo Zhang

  • Department of Counseling Educational Psychology, and Special Education, Michigan State University, East Lansing, USA

    Chin-Hsi Lin

About the editors

Dongbo Zhang and Chin-Hsi Lin both have extensive experience teaching Chinese as a Second Language and studying CSL learning, instruction, and assessment. They have also been actively involved in Chinese teacher preparation and conducted workshops for K-16 Chinese teachers where assessment of Chinese has often been highlighted. As scholars of CSL education, former Chinese teachers and now Chinese teacher educators, they have recognized the fact that CLS assessment remains an under-researched area despite the rapid development of CSL research, which tends to focus largely on issues of Chinese pedagogy and acquisition. The current work is an attempt to remedy this imbalance and advance the field of CSL assessment.

Bibliographic Information

  • Book Title: Chinese as a Second Language Assessment

  • Editors: Dongbo Zhang, Chin-Hsi Lin

  • Series Title: Chinese Language Learning Sciences

  • DOI: https://doi.org/10.1007/978-981-10-4089-4

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2017

  • Hardcover ISBN: 978-981-10-4087-0Published: 25 April 2017

  • Softcover ISBN: 978-981-13-5045-0Published: 12 December 2018

  • eBook ISBN: 978-981-10-4089-4Published: 12 April 2017

  • Series ISSN: 2520-1719

  • Series E-ISSN: 2520-1727

  • Edition Number: 1

  • Number of Pages: XXI, 293

  • Number of Illustrations: 13 b/w illustrations

  • Topics: Language Education, Chinese, Assessment, Testing and Evaluation

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