JLTA Journal 2016
Vol. 19 Supplementary :20th Anniversary Special Issue

Edited by
Yoshinori WATANABE (Chief Editor)
Rie KOIZUMI
Hideki IIMURA
Sachiyo TAKANAMI

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，倫理規範とスタンダード ····························································· 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

Chapter 1: Historical Developments of JLTA ··················································1
Kenji OHTOMO ················································································2Randy THRASHER ············································································7
Chapter 2: JLTA and Language Assessment Studies ········································ 10James Dean BROWN ········································································ 11
Oryang KWON ················································································ 12
Anthony GREEN·············································································· 13John READ ···················································································· 15Fred DAVIDSON ············································································· 16David 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