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Hits 361 – 380 of 431

361
Cognitive validity in language testing: theory and practice
Field, John. - 2020
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362
The IELTS Speaking Test: what can we learn from examiner voices?
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363
Recommending a nursing-specific passing standard for the IELTS examination
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364
Developing an academic literacy test for university students
Latimer, Nicola. - 2020
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365
Academic speaking: does the construct exist, and if so, how do we test it?
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366
Testing speaking skills: why and how?
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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)
Taylor, Lynda. - 2020
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369
Developing assessment literacy
Taylor, Lynda. - 2020
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370
Authenticity: the elephant in the language tester's room
Field, John. - 2020
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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
Green, Anthony. - 2020
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373
Washback and writing assessment
Green, Anthony. - 2020
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374
The historical frame of reference
Weir, Cyril J.. - 2020
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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?
Field, John. - 2020
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379
Validating two types of EAP reading-into-writing test tasks
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380
CRELLA: its socio-cognitive approach to validating tests
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