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Aspects of fluency across assessed levels of speaking proficiency
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| 82 |
Language testing and validation: an evidence based approach
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| 83 |
Exploring language assessment and testing: language in action
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| 84 |
The Predictive Validity of IELTS Scores: A Meta-Analysis
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In: Electronic Thesis and Dissertation Repository (2019)
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| 85 |
Assessing EFL speaking skills in Vietnamese tertiary education
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| 86 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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| 87 |
Integration of Task-based Language Assessment into Young Learner Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 403-422 (2019) (2019)
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| 88 |
Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 243-259 (2019) (2019)
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| 95 |
Strategy Use in the TOEFL iBT Speaking Test and Academic Classroom
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| 96 |
SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS ...
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| 97 |
Offshore and onsite placement testing for English pathway programmes
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In: SCU College (2018)
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Abstract:
English language programmes provide established pathways for international students seeking university admission in countries such as Australia and the United Kingdom. In order to refer international applicants to appropriate levels and durations of English language support prior to matriculation into their main course of study, pathway providers need effective and efficient language assessment tools. This report evaluates the effectiveness of an online vocabulary knowledge test as an index of English proficiency for university English pathway programme applicants (N = 177). The Timed Yes/No (TYN) test measures vocabulary recognition size and speed in a time- and resource-effective format. Test results were correlated with performance on a comprehensive placement test consisting of speaking, writing, reading and listening components. The predictive validity of word recognition accuracy (a proxy for size) and response time (a measure of efficiency) for placement test outcomes were examined independently and in combination. The TYN test scores’ sensitivity at predicting comprehensive placement test scores were assessed using a cut-score analysis resulting in an identification accuracy rate ranging from 76 to 86% for five critical band scores. The potential use of the online vocabulary-screening test for measuring international students’ English language proficiency is discussed in terms of reliability, validity, speed, usability and cost-effectiveness in onsite and offshore testing conditions.
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Keyword:
Education; education pathways; English language proficiency; International students; language testing; placement testing; proficiency screening; vocabulary knowledge
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URL: https://doi.org/10.1080/0309877X.2017.1301403
https://epubs.scu.edu.au/scucollege_pubs/42
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| 98 |
Reverse engineering language test constructs for Messick’s value implications: a sociolinguistic approach
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| 99 |
Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test
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| 100 |
The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
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