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Testing young foreign language learners’ reading comprehension:Exploring the effects of working memory, grade level, and reading task
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Text authenticity in listening assessment:Can item writers be trained to produce authentic-sounding texts?
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The Routledge handbook of second language acquisition and language testing
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Perspectives on "knowing" a second language:What are we seeking to measure?
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Motivational factors in computer-administered integrated skills tasks:A study of young learners
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Trajectories of language assessment literacy in a teacher-researcher partnership:Locating elements of praxis through narrative inquiry
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International language proficiency standards in the local context:Interpreting the CEFR in standard setting for exam reform in Luxembourg
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Abstract:
In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the Épreuve Commune for English, a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg’s unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities.
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URL: https://eprints.lancs.ac.uk/id/eprint/139478/1/AiE_Special_Issue_BrunfautHarding_AuthorAcceptedManuscript.pdf https://doi.org/10.1080/0969594X.2019.1700213 https://eprints.lancs.ac.uk/id/eprint/139478/
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Towards social justice for item writers:Empowering item writers through language assessment literacy training
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Is anybody listening?:The nature of second language listening in integrated listening-to-summarize tasks
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Language testing in the ‘hostile environment’:The discursive construction of ‘secure English language testing’ in the United Kingdom
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The role of working memory in young second language learners’ written performances
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Going online:The effect of mode of delivery on performances and perceptions on an English L2 writing test suite
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Exploring the role of phraseological knowledge in foreign language reading
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