Carol A Chapelle
- Distinguished Professor
- Ph.D., Applied Linguistics, University of Illinois at Urbana
- M.A., Teaching English as a Second Language, University of Illinois at Urbana
- B.A., Linguistics, Michigan State University
New in 2021
Validity Argument in Language Testing, edited by Carol A. Chapelle and Erik Voss, introduces an argument-based validity framework to help with the design of research that investigates the validity of language test interpretation and use. The book presents the principal concepts and technical terms, then shows how they can be implemented in a variety of validation studies. It also demonstrates how argument-based validity intersects with technology in language testing research and highlights the use of validity argument for identifying research questions and interpreting the results of validation research.
Argument-Based Validation in Testing and Assessment shows readers how to design validation research for tests of human capacities and performance. Such research plays an important role in creating tests used to make decisions about people or programs. The book helps to close the gap between theory and practice by introducing, explaining, and demonstrating how test developers can formulate the overall design for their validation research program.
Other Recent Publications
The Concise Encyclopedia of Applied Linguistics (Wiley-Blackwell, 2020) introduces readers to applied linguistics, the study of language-related problems such as the need to learn languages other than the first language and the desire to improve communication through technology. Such problems typically occur in situations of language contact and technological innovation, two phenomena pervasive in society today. I provides a sample of the analytic approaches applied linguists take to investigate example real-world problems in areas including multilingualism, language policy and planning, language assessment and testing, and analysis of language in use. The Concise Encyclopedia of Applied Linguistics was compiled from updated entries from the Encyclopedia of Applied Linguistics, which is available to readers through libraries in over 50 countries.
- Chapelle, C. A. (forthcoming). Linguistic landscape images and Quebec’s cultural narrative in French textbooks. In D. Malinowski, H. Maxim, & S. Dubreil (Eds.) Language teaching in the linguistic landscape. New York: Springer.
- Chapelle, C. A. (2020). Standard language hegemony in French language teaching in the United States. Critical Multilingualism Studies, 8(1), 197–226.
- Couture Gagnon , A., & Chapelle, C. A. (2019). Opération Amérique: Québec’s Soft Power Applied to French Language Teaching in the United States. American Review of Canadian Studies, 49(3), 413-427.
- Chapelle, C.A. (2019). Technology-mediated language learning. J. W. Schwieter, & A. Benati, (Eds.) The Cambridge handbook of second language learning. Cambridge, UK: Cambridge University Press.
- Chapelle, C. A. (2019). Recalibrating content-related strategies for language learning in the digital age. In Barr, D., Bañados, E., & Gomez, A. (Eds.). CALLing all the CALLers Worldwide: Proceedings WorldCALL 2018 Concepción, Chile, November, 13-16, 2018 (pp. 13-17). Concepción, Chile: University of Concepción.
- Knoch, U., & Chapelle, C.A. (2017). Validation of rating processes within an argument-based framework. Language Testing, 2018, 35(4), 477–499.
- Chapelle, C. A., & Voss, E. (2016). 20 Years of Technology and Language Assessment, Language Learning & Technology, 20(2), 116–128.
- Chapelle, C.A., Cotos, E., & Lee, J. (2015). Diagnostic assessment with automated writing evaluation: A look at validity arguments for new classroom assessments, Language Testing, 32(3) 385-405
- Chapelle, C. A., & Sauro, S. (Eds.) (2017). The handbook of technology and second language teaching and learning. Oxford: Wiley-Blackwell.