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
|
|
|
|
Abstract:
Although language test-takers have been the focus of much theoretical and empirical work in recent years, this work has been mainly concerned with their attitudes to test preparation and test-taking strategies, giving insufficient attention to their views on broader socio-political and ethical issues. This article examines test-takers’ perceptions and evaluations of the fairness, justice and validity of global tests of English, with a particular focus upon the International English Language Testing System (IELTS). Based on relevant literature and theorizing into such tests, and on self-reported test experience data gathered from test-takers (N = 430) from 49 countries, we demonstrate how test-takers experienced fairness and justice in complex ways that problematized the purported technical excellence and validity of IELTS. Even as there was some evidence of support for the test as a fair measure of students’ English capacity, the extent to which it actually reflected their language capabilities was open to question. At the same time, the participants expressed concerns about whether IELTS was a vehicle for raising revenue and for justifying immigration policies, thus raising questions about the justness of the test. The research foregrounds the importance of focusing attention upon the socio-political and ethical circumstances that currently attend large-scale, standardized English language testing.
|
|
Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; English language testing; Fairness; Globalization; IELTS; Justice; Test-taker perspectives; Validity
|
|
URL: https://espace.library.uq.edu.au/view/UQ:e50b850
|
|
BASE
|
|
Hide 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
|
|
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8 9... 146 |
|
