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Examen de fin d'études secondaires, Anglais:A baseline survey with teachers
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22 |
Looking into reading II:a follow-up study on test-takers' cognitive processes while completing Aptis B1 reading tasks
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24 |
When the test developer does not speak the target language:the use of language informants in the test development process
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Abstract:
It is not unusual for tests in less-commonly taught languages (LCTLs) to be developed by an experienced item writer with no proficiency in the language being tested, in collaboration with a language informant who is a speaker of the target language but lacks language assessment expertise. How this approach to item writing works in practice, and what factors play a role in it, is largely unrecorded, as are item writing processes and practices in language assessment in general. Through a case study approach, this study sought to gain insights into test development practices in cases when essential item writer traits are spread across different people. Seven in-depth interviews with language assessment specialists and language informants involved in LCTL reading test development revealed a number of specific characteristics, and also challenges, to test developer recruitment and test development in this context. Findings indicate that this inherently collaborative approach brings with it a sophisticated system of “checks and balances” which may benefit item writing in some respects.
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URL: https://eprints.lancs.ac.uk/id/eprint/81530/2/LAQ2016RyanBrunfaut_AuthorAcceptedManuscript.pdf https://doi.org/10.1080/15434303.2016.1236110 https://eprints.lancs.ac.uk/id/eprint/81530/
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25 |
The role of task- and listener-characteristics in second language listening
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26 |
Towards a theory of diagnosis in second and foreign language assessment:insights from professional practice across diverse fields
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27 |
Diagnostic assessment of reading and listening in a second or foreign language:elaborating on diagnostic principles
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32 |
Text characteristics of task input and difficulty in second language listening comprehension
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34 |
Medical communication in L1- and L2-contexts:comparative modification analysis
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35 |
Bridging the gap between staff expectations and student interpretations of academic writing:the case of Scribende
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