Page: 1 2 3 4 5 6 7 8 9... 146
| 81 |
Aspects of fluency across assessed levels of speaking proficiency
|
|
|
|
BASE
|
|
Show details
|
|
|
| 82 |
Language testing and validation: an evidence based approach
|
|
|
|
BASE
|
|
Show details
|
|
|
| 83 |
Exploring language assessment and testing: language in action
|
|
|
|
BASE
|
|
Show details
|
|
|
| 84 |
The Predictive Validity of IELTS Scores: A Meta-Analysis
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2019)
|
|
BASE
|
|
Show details
|
|
|
| 85 |
Assessing EFL speaking skills in Vietnamese tertiary education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 86 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
|
|
|
|
BASE
|
|
Show details
|
|
|
| 87 |
Integration of Task-based Language Assessment into Young Learner Classrooms
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 403-422 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 88 |
Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers
|
|
|
|
In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 243-259 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 95 |
Strategy Use in the TOEFL iBT Speaking Test and Academic Classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 96 |
SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 97 |
Offshore and onsite placement testing for English pathway programmes
|
|
|
|
In: SCU College (2018)
|
|
BASE
|
|
Show details
|
|
|
| 98 |
Reverse engineering language test constructs for Messick’s value implications: a sociolinguistic approach
|
|
|
|
BASE
|
|
Show details
|
|
|
| 99 |
Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test
|
|
|
|
BASE
|
|
Show details
|
|
|
| 100 |
The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
|
|
|
|
Abstract:
This chapter compares and contrasts two research studies that addressed the role of L1 in the assessment of L2 spoken English. The first research is a small-scale, mixed-methods study which explored the impact of test-takers’ L1 backgrounds in the paired speaking task of a standardised test of general English provided by an international examination board (Nakatsuhara and Jaiyote, 2015). The key question in the research was how we can ensure fairness to test-takers who perform paired tests in shared and non-shared L1 pairs. The second research is a large-scale, a priori test validation study conducted as a part of the development of a new EAP (English for academic purposes) test offered by a national examination board, targeting only single L1 users (Nakatsuhara, 2014). Of particular interest is the way in which its pronunciation rating scale was developed and validated in the single L1 context. In light of these examples of research into international and locally-developed tests, this chapter aims to demonstrate the importance of the construct of a test and its score usage when reconsidering a) whether specific English varieties are considered to be construct-relevant or construct-irrelevant and b) what Englishes (rather than ‘standard’ English) should be elicited and assessed. Nakatsuhara, F. (2014). A Research Report on the Development of the Test of English for Academic Purposes (TEAP) Speaking Test for Japanese University Entrants – Study 1 & Study 2, available on line at: www.eiken.or.jp/teap/group/pdf/teap_speaking_report1.pdf Nakatsuhara, F. and Jaiyote, S. (2015). Exploring the impact of test-takers’ L1 backgrounds on paired speaking test performance: how do they perform in shared and non-shared L1 pairs? BAAL / Cambridge University Press Applied Linguistics Seminar, York St John University, UK (24-26/06/2015). ; Eiken Foundation of Japan
|
|
Keyword:
English language assessment; English language testing
|
|
URL: http://hdl.handle.net/10547/623022
|
|
BASE
|
|
Hide details
|
|
|
Page: 1 2 3 4 5 6 7 8 9... 146 |
|
