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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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Abstract:
Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.
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Keyword:
language assessment; language assessment literacy; language testing; P1-1091; Philology. Linguistics; professional development
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URL: https://doaj.org/article/5064d36351c94c44bce30ff4bbd85c6e
https://doi.org/10.14483/22487085.14514
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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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| 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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