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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 4 Hits 41 – 60 of 61 41 The relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests Jaiyote, Suwimol. - : University of Bedfordshire, 2016 BASE Show details 42 Contrasting the oral and written narratives of six- and eight-year-old Canadian children Dimitrijevic Savic, Jovana; Howell, Heather; Schneider, Phyllis. - 2016 BASE Show details 43 Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016 BASE Show details 44 Using The Mobile Application Evernote for Diagnostic Assessment to Enhance Foreign Language Proficiency Ka, Jay. - 2016 BASE Show details 45 An evaluation of a post-entry test: An item analysis using Classical Test Theory (CTT) Thirakunkovit, Suthathip In: Open Access Dissertations (2016) BASE Show details 46 TOEFL Strategies: A Complete Guide to the iBT Stirling, Richard Bruce In: SHU Faculty Publications (2016) BASE Show details 47 Speaking and Writing Strategies for the TOEFL iBT (2nd ed.) Stirling, Richard Bruce In: SHU Faculty Publications (2016) BASE Show details 48 Avaliação de nivelamento no programa de português para estrangeiros da UFRGS : uma proposta de novos instrumentos avaliativos de leitura e escrita Souza, Francine Silva de. - 2016 BASE Show details 49 Sprachstandsfeststellung - eine Mixed-Methods Studie anhand der Profilanalyse und des C-Tests Aufgebauer, Marlene. - 2016 BASE Show details 50 Minimal pair therapy as a method of improving oral English proficiency among non-native English language learners (ELLs) Long, Leah Rose. - 2016 BASE Show details 51 The Effect of Language Ability in Creativity Assessment Wang, Xinyi. - 2016 BASE Show details 52 Statistical Analysis of Text Summarization Evaluation Rankel, Peter A.. - 2016 BASE Show details 53 Short persistent sleep duration is associated with poor receptive vocabulary performance in middle childhood Seegers, V.; Touchette, E.; Dionne, G.. - : Blackwell Publishing Ltd, 2016 BASE Show details 54 The productivity of ‘unnatural’ labial palatalization in Xhosa Wm. G. Bennett; Aaron Braver In: Nordlyd: Tromsø University Working Papers on Language & Linguistics, Vol 42, Iss 1 (2016) (2016) BASE Show details 55 The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment Tankosić Ana; Dubravac Vildana In: ExELL (Explorations in English Language and Linguistics), Vol 4, Iss 1, Pp 41-57 (2016) (2016) BASE Show details 56 Test Fairness in Second Language Assessment Heidi Liu Banerjee In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp 54-59 (2016) (2016) Abstract: Fairness, an essential quality of a test, has been broadly defined as equitable treatment of all test-takers during the testing process, absence of measurement bias, equitable access to the constructs being measured, and justifiable validity of test score interpretation for the intended purpose(s) (AREA, APA, & NCME, 2014). Given that test fairness is closely related to the interpretations and uses of test scores as well as the claims made from those interpretations and uses, it is critical to obtain and weigh validity evidence to support or refute the score interpretations, their uses, and the potential socio-political consequences in order to evaluate fairness (Chalhoub-Deville, 2015; Haertel & Herman, 2005; McNamara & Roever, 2006). The purpose of this article is to describe how test fairness has been conceptualized in second language assessment through the lens of validity theories. First, I will describe construct- and interpretive-argument-based validity theories and how they accommodate the integration of test fairness. Then, following Xi (2010), three major approaches to conceptualizing test fairness in relation to validity will be discussed. As observed by Xi (2010), all three major approaches share a common caveat in that they do not provide concrete steps to prioritize evidence in fairness investigations. In an attempt to build a more comprehensive fairness argument that allows for systematic investigation of test fairness, Xi (2010) proposes a new approach to conceptualizing fairness within a validity framework. Her contribution to the understanding of fairness issues in language testing will be presented as part of the conclusion of this article. Keyword: Applied linguistics; English language; Language acquisition; P118-118.7; PE1-3729; Second language acquisition; Second language assessment; Test fairness; Tests URL: https://doi.org/10.7916/D8NG62KG https://doaj.org/article/87f926d868b14809a5822f3398c97a6e BASE Hide details 57 Developing a c-test to measure language ability as an alternative to a skills-based test Ingrid Sarapuu, Ene Alas Ingrid Sarapuu; Ene Alas In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 237-252 (2016) (2016) BASE Show details 58 The Educational Consequences of Language Proficiency for Young Children Yao, Yuxin; Ohinata, Asako; van Ours, Jan C.. - : Bonn: Institute for the Study of Labor (IZA), 2016 BASE Show details 59 The Effects of Visual Input on Scoring a Speaking Achievement Test Jorge Beltrán In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016) BASE Show details 60 LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES Yi-Ching Pan In: TEFLIN Journal, Vol 27, Iss 1, Pp 63-81 (2016) (2016) BASE Show details Page: 1 2 3 4

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