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    • Elder, Catherine (5)
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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 Hits 1 – 5 of 5 1 Interrogating the construct of communicative competence in language assessment contexts:What the non-language specialist can tell us Elder, Catherine; McNamara, Tim; Kim, Hyejeong. - 2017 BASE Show details 2 Pattern and particularity in a pedagogical genre ... : The case of an individual teacher ... Morton, Janne; Elder, Catherine; McNamara, Tim. - : Classiques Garnier, 2015 BASE Show details 3 Perspectives from physiotherapy supervisors on student-patient communication Woodward-Kron, Robyn; van Die, Diana; Webb, Gillian. - 2012 BASE Show details 4 Articles: - Can We Predict Task Difficulty in an Oral Proficiency Test? Exploring the Potential of an Information-Processing Approach to Task Design Iwashita, Noriko; McNamara, Tim; Elder, Catherine In: Language learning. - Hoboken, NJ : Wiley 51 (2001) 3, 401-436 OLC Linguistik Show details 5 Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information processing approach to task design Iwashita, Noriko; McNamara, Tim; Elder, Catherine. - : Routledge, 2001 Abstract: This study addresses the following question: Are different task characteristics and performance conditions (involving assumed different levels of cognitive demand) associated with different levels of fluency, complexity, or accuracy in test candidate responses? The materials for the were a series of narrative tasks involving a picture stimulus; the participants were 193 pre-university students taking English courses. We varied the conditions for tasks in each dimension and measured the impact of these factors on task performance with both familiar detailed discourse measures and specially constructed rating scales, analyzed using Rasch methods. We found that task performance conditions in each dimension failed to influence task difficulty and task performance as expected. We discuss implications for the design of speaking assessments and broader research. Keyword: Education & Educational Research; Linguistics URL: https://espace.library.uq.edu.au/view/UQ:1451 BASE Hide details

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