INTRODUCTION 0.1 Motivations 0.1.1 Queries about the Application of Test Criteria 0.1.2 Implications from Preliminary Findings 0.2 Significance of the Study 0.2.1 Theoretical Significance 0.2.2 Practical Significance 0.2.3 Methodological Significance 0.3 Overview of the Book PART I LITERATURE REVIEW Chapter 1 Definitions and Theoretical Issues 1.1 Definitions of Related Terms 1.2 Nature of the Process of Language Assessment 1.2.1 Viewing the Process as Linear 1.2.2 Viewing the Process as Cyclic 1.3 Role of the Rater in Language Assessment 1.3.1 Viewing the Rater as an Instrument 1.3.2 Viewing the Rater as a Constructor 1.4 Unsettled Issues 1.5 Summary Chapter 2 Empirical Studies 2.1 Studies of the Process of Language Assessment 2.1.1 The Process of Spoken Language Rating 2.1.2 The Process of Written Language Rating 2.2 Studies of the Role of Raters in Language Assessment 2.2.1 Rater Traing 2.2.2 Rater Characteristics 2.3 Introspective Methods 2.4 Unsolved Questions 2.5 Introducing the Present Study 2.6 Summary PART II METHODOLOGY Chapter 3 Research Design 3.1 TEM4-Oral 3.1.1 Descriptions of TEM4-Oral 3.1.2 Scoring Procedures of TEM4-Oral 3.2 Three Pilot Studies 3.2. 1 Pilot Study One 3.2.2 Pilot Study Two 3.2.3 Pilot Study Three 3.2.4 Summary of Pilot Studies 3.3 The Main Study 3.3.1 Research Questions 3.3.2 Subjects 3.3.3 Instruments 3.3.4 Data Collection 3.3.5 Data Analysis 3.4 Summary PART Ⅲ RESULTS AND DISCUSSION Chapter 4 Constructing Rating Criteria 4.1 Describing the Criteria Constructing Process 4.2 Illustrating the Criteria Constructing Process 4.2.1 Constructing Content-Related Criteria 4.2.2 Constructing Form-Related Criteria 4.3 Explaining Variations in the Application of Criteria 4.4 Discussion 4.5 Summary Chapter 5 Constructing Scores 5.1 The Relationship Between Three Assessment Categories 5.1.1 A Balanced Relationship 5.1.2 An Imbalanced Relationship 5.1.3 Discussion 5.2 Evidence and Scoring Judgments 5.2.1 Negative Evidence Driven 5.2.2 Positive Evidence Driven 5.2.3 Combining Negative and Positive Evidence 5.2.4 Discussion 5.3 The Cyclic Nature of the Scoring Process 5.3.1 A Cyclic Process in Assessing Three Categories 5.3.2 A Cyclic Process in Assessing Individual Categories 5.3.3 Discussion 5.4 Summary Chapter 6 A Model of Tape-Mediated Assessment 6.1 Proposal of a Model of the Process of Tape-Mediated Assessment 6.1.1 General Depiction of the Model 6.1.2 Constructing Activities 6.2 Comparison of the Model with Existing Models 6.2.1 Nature of the Process 6.2.2 Role of the Rater 6.3 Summary PART IV CONCLUSION Chapter 7 Findings， Limitations and Implications 7.1 Major Findings 7.1.1 The Nature of the Process 7.1.2 The Role of the Rater 7.2 Implications 7.2.1 Theoretical Implications 7.2.2 Practical Implications 7.2.3 Methodological Implications 7.3 Limitations 7.3.1 Methodological Limitations 7.3.2 Generalizability Limitations 7.4 Suggestions for Future Research 7.5 Summary Bibliography Appendices
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