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Cognitive validity in language testing: theory and practice
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362 |
The IELTS Speaking Test: what can we learn from examiner voices?
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Recommending a nursing-specific passing standard for the IELTS examination
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Developing an academic literacy test for university students
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365 |
Academic speaking: does the construct exist, and if so, how do we test it?
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367 |
CRELLA and the socio-cognitive approach to test validation
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368 |
The role of academic institutions in the development of language testing and assessment (LTA)
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371 |
Development of empirically driven checklists for learners’ interactional competence
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372 |
Scaling and scheming: the highs and lows of scoring writing
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375 |
A comparison of holistic, analytic, and part marking models in speaking assessment
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376 |
Validating speaking test rating scales through microanalysis of fluency using PRAAT
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377 |
Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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378 |
Computer delivered listening tests: a sad necessity or an opportunity?
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379 |
Validating two types of EAP reading-into-writing test tasks
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