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Examiner interventions in oral interview tests: what are the listening demands they make upon candidates?
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| 342 |
Working for washback from university entrance tests in Japan
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| 343 |
Assessment of candidates' interactional competence using group oral tests
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| 344 |
Interactional competence in the workplace: challenges and opportunities
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| 345 |
Framing academic literacy: considerations and implications for language assessment
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| 347 |
Automated approaches to establishing context validity in reading tests
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| 349 |
Assessing reading-into-writing skills for an academic context: some theoretical and practical considerations
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| 350 |
Re-engineering a speaking test used for university admissions purposes: considerations and constraints: the case of IELTS
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| 351 |
Analysing multi-person discourse in group speaking tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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| 352 |
Measuring writing quality: the role of the construct in writing assessment project design
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| 353 |
Investigating the use of language functions for validating speaking test specifications
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| 354 |
General Language Proficiency (GLP): reflections on the "issues revisited" from the perspective of a UK examination board
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| 357 |
Effects of pre-task planning on paired oral test performance: a case of beginning EFL learners
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| 358 |
Effects of the number of participants on group oral test performance
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