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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 41 – 48 of 48 41 Geração automática de testes a partir de descrições de linguagens Antunes, Cleverton Hentz. - : Universidade Federal do Rio Grande do Norte, 2014. : BR, 2014. : UFRN, 2014. : Programa de Pós-Graduação em Sistemas e Computação, 2014. : Ciência da Computação, 2014 BASE Show details 42 I came, but I’m lost: Learning stories of three Chinese international students in Canada Zhang, Zhihua (Olivia); Beck, Kumari, Dr. In: Comparative and International Education / Éducation Comparée et Internationale (2014) BASE Show details 43 Raters' different judgments of intelligibility in the English placement test at University of Illinois at Urbana-Champaign Lee, Ji Eun. - 2014 BASE Show details 44 Beyond CTT and IRT: using an interactional measurement model to investigate the decision making process of EPT essay raters Wang, Xin. - 2014 BASE Show details 45 Seeking a valid gold standard for an innovative, dialect-neutral language test Pearson, Barbara Zurer; Jackson, Janice E; Wu, Haotian In: Publication of the DELV tests and beyond (2014) BASE Show details 46 Classical test theory and item response theory: Two understandings of one high-stakes performance exam Gerriet Janssen; Valerie Meier; Jonathan Trace In: Colombian Applied Linguistics Journal, Vol 16, Iss 2, Pp 167-184 (2014) (2014) Abstract: Language testing professionals as well as teacher educators have articulated the need for a broad variety stakeholders, including classroom teachers, to develop assessment literacy. In this paper we argue that when teachers are involved in local development projects, they have the opportunity—and the need—to expand their assessment knowledge and skills beyond what is necessary for conducting principled classroom assessments. We further claim that a particular analytic approach, Rasch analysis, should be considered a possible element of this expanded assessment literacy. To this end, we use placement exam data from one Colombian university to illustrate how Rasch analysis differs from—and can usefully complement—classical test theory. Keyword: Assessment Literacy; Classical Test Theory; Language Testing; P1-1091; Philology. Linguistics; Rasch Analysis URL: https://doi.org/10.14483/udistrital.jour.calj.2014.2.a03 https://doaj.org/article/47883a6a79e44699a33244378f82da3c BASE Hide details 47 Non-word repetition test: research into Lithuanian monolingual and Lithuanian-English bilingual children Eglė Krivickaitė In: Taikomoji kalbotyra, Iss 4 (2014) (2014) BASE Show details 48 Study of the Communication Attitude of Slovenian Children Who Do and Do Not Stutter Gačnik, Mateja; Vanryckeghem, Martine In: Cross-Cultural Communication; Vol 10, No 5 (2014): Cross-Cultural Communication; 85-91 ; 1923-6700 ; 1712-8358 (2014) BASE Show details Page: 1 2 3

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