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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 40 1 Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances Nakatsuhara, Fumiyo; Inoue, Chihiro; Taylor, Lynda. - : Taylor & Francis, 2020 BASE Show details 2 Interactional competence in the workplace: challenges and opportunities Galaczi, Evelina D.; Taylor, Lynda. - 2020 BASE Show details 3 Framing academic literacy: considerations and implications for language assessment Taylor, Lynda. - 2020 BASE Show details 4 Automated approaches to establishing context validity in reading tests Taylor, Lynda; Weir, Cyril J.. - 2020 BASE Show details 5 Comparing writing proficiency assessments used in professional medical registration: a methodology to inform policy and practice Chan, Sathena Hiu Chong; Taylor, Lynda. - : Elsevier, 2020 Abstract: Internationally trained doctors wishing to register and practise in an English-speaking country typically have to demonstrate that they can communicate effectively in English, including writing proficiency. Various English language proficiency (ELP) tests are available worldwide and are used for such licensing purposes. This means that medical registration bodies face the question of which test(s) will meet their needs, ideally reflecting the demands of their professional environment. This article reports a mixed-methods study to survey the policy and practice of health-care registration organisations in the UK and worldwide. The study aimed to identify ELP tests that were, or could be, considered as suitable for medical registration purposes and to understand the differences between them. The paper discusses what the study revealed about the function and comparability of different writing tests used in professional registration as well as the complex criteria a professional body may prioritise when selecting a test. Although the original study was completed in 2015, the paper takes account of subsequent changes in policy and practice. It offers a practical methodology and worked example which may be of interest and value to other researchers, language testers and policymakers as they face challenges in selecting and making comparisons across tests. ; General Medical Council (GMC133) ; Hi, unfortunately Elsevier will not let us archive pdfs with their branding and formatting - do you have an earlier copy we can use? 13/10/20 file supplied, 12m embargo from pub date 14/10/20 Keyword: English language assessment; IELTS; language policy; medical test; Subject Categories::X162 Teaching English as a Foreign Language (TEFL); writing assessment URL: https://doi.org/10.1016/j.asw.2020.100493 http://hdl.handle.net/10547/624550 BASE Hide details 6 Assessing reading-into-writing skills for an academic context: some theoretical and practical considerations Taylor, Lynda. - 2020 BASE Show details 7 Re-engineering a speaking test used for university admissions purposes: considerations and constraints: the case of IELTS Taylor, Lynda. - 2020 BASE Show details 8 General Language Proficiency (GLP): reflections on the "issues revisited" from the perspective of a UK examination board Taylor, Lynda. - : Taylor & Francis, 2020 BASE Show details 9 Exploring readers’ mental representation of text Taylor, Lynda. - 2020 BASE Show details 10 Recommending a nursing-specific passing standard for the IELTS examination Buckendahl, Chad W.; O'Neill, Thomas R.; Plake, Barbara S.. - : Taylor & Francis, 2020 BASE Show details 11 Academic speaking: does the construct exist, and if so, how do we test it? Inoue, Chihiro; Nakatsuhara, Fumiyo; Lam, Daniel M. K.. - 2020 BASE Show details 12 The role of academic institutions in the development of language testing and assessment (LTA) Taylor, Lynda. - 2020 BASE Show details 13 Developing assessment literacy Taylor, Lynda. - 2020 BASE Show details 14 Research and practice in assessing academic English: the case of IELTS Taylor, Lynda; Saville, N.. - : Cambridge University Press, 2020 BASE Show details 15 Interactional competence: conceptualisations, operationalisations, and outstanding questions Galaczi, Evelina D.; Taylor, Lynda. - : Routledge, 2020 BASE Show details 16 The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment Nakatsuhara, Fumiyo; Jaiyote, Suwimol; Taylor, Lynda. - : Cambridge University Press, 2018 BASE Show details 17 Developing rubrics to assess the reading-into-writing skills: a case study Chan, Sathena Hiu Chong; Inoue, Chihiro; Taylor, Lynda. - : Elsevier Ltd, 2017 BASE Show details 18 Reviewing the suitability of English language tests for providing the GMC with evidence of doctors' English proficiency Taylor, Lynda; Chan, Sathena Hiu Chong. - : The General Medical Council, 2017 BASE Show details 19 General Language Proficiency (GLP): Reflections on the Issues Revisited from the Perspective of a UK Examination Board Taylor, Lynda In: Language assessment quarterly. - New York, NY [u.a.] : Routledge, Taylor and Francis Group 11 (2014) 2, 136-151 OLC Linguistik Show details 20 Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections Taylor, Lynda In: Language testing. - London : Sage 30 (2013) 3, 403-412 OLC Linguistik Show details Page: 1 2

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