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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 32 1 A web-based resource for the assessment of language skills in English and Welsh-speaking adults with neurological deficits Tainturier, MJ; Hughes, EK; Berry, SD. - : Frontiers Media, 2019 BASE Show details 2 Adaptation of the Bilingual Aphasia Test to Lebanese Arabic ; Adaptation du Bilingual Aphasia Test à l'arabe libanais Ezzeddine, Nour; Köpke, Barbara In: 20th International Science of Aphasia Conference ; https://hal-univ-tlse2.archives-ouvertes.fr/hal-02283220 ; 20th International Science of Aphasia Conference, Sep 2019, Rome, Italy. Ezzeddine, N. (2019). Adaptation of the Bilingual Aphasia Test to Lebanese Arabic. Stem-, Spraak- en Taalpathologie, Vol 24, ., 24, pp.32.8310/2019/, Stem-, Spraak- en Taalpathologie (2019) BASE Show details 3 LSWSH - Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen ... : Teacher Self-Efficacy in Linguistically Diverse Classrooms ... Stangen, I.; Doll, J.. - : ZPID (Leibniz Institute for Psychology) – Open Test Archive, 2019 BASE Show details 4 LSWSH - Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen ... : Teacher Self-Efficacy in Linguistically Diverse Classrooms ... Stangen, I.; Doll, J.. - : ZPID (Leibniz Institute for Psychology Information) – Testarchiv, 2019 BASE Show details 5 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ... Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike. - : Taylor and Francis, 2019 BASE Show details 6 The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality ... Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard. - : Springer Science+Business Media, 2019 BASE Show details 7 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike... In: Early child development and care 189 (2019) 2, S. 339-351 (2019) BASE Show details 8 The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality Fischer, Jessica; Praetorius, Anna-Katharina; Klieme, Eckhard In: Educational assessment, evaluation and accountability 31 (2019) 2, S. 201-220 (2019) BASE Show details 9 Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern Lemmer, Rabea; Ehm, Jan-Henning; Schulz, Petra... In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019) BASE Show details 10 Ретроспективный анализ проблемы оценки способностей к иностранному языку ... : RETROSPECTIVE ANALYSIS OF THE PROBLEM OF ASSESSMENT OF FOREIGN LANGUAGE ABILITIES ... Каргина Елена Михайловна. - : Вестник Челябинского государственного университета, 2019 BASE Show details 11 NGT-SRT ... : A Sentence Repetition Task for Sign Language of the Netherlands (NGT) ... Schüller, A.; Ormel, E.A.; Crasborn, O.A.. - : Data Archiving and Networked Services (DANS), 2019 BASE Show details 12 Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ... Lemmer, Rabea; Huschka, Sina; Geyer, Sabrina. - : Hogrefe, 2019 BASE Show details 13 To the Question of Solving the Problem Moments at the Training for the TRCI-1 Subtest “Lexis. Grammar” ... Bondareva, Olga; Ismailova, Kholisakhon. - : Southern Federal University, 2019 BASE Show details 14 TEST: A terminology extraction system for technology related terms Hossari, Murhaf; Dev, Soumyabrata; Kelleher, John In: Conference papers (2019) BASE Show details 15 How to Improve Test Scores on the Preliminary Scholastic Aptitude Test in Evidence-Based Reading and Writing Callahan, Lavinia Sonia Mikaela In: Doctoral Dissertations and Projects (2019) BASE Show details 16 Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test François Pichette; Sébastien Béland; Justyna Leśniewska In: Languages ; Volume 4 ; Issue 2 (2019) BASE Show details 17 LA VARIACIÓN LINGÜÍSTICA EN CONTEXTOS ESPECIALIZADOS: VARIEDADES DIATÓPICAS Y DIASTRÁTICAS EN LA EVALUACIÓN E INTERVENCIÓN DEL LENGUAJE Nieves Mendizábal de la Cruz In: Tonos Digital; NÚMERO 36 - ENERO 2019 (2019) BASE Show details 18 Portfolios as a strategy to lower English language test anxiety: the case of Chile Contreras-Soto, Amanda; Veliz-Campos, Mauricio; Veliz, Leonardo. - : Eskisehir Osmangazi University, 2019 BASE Show details 19 Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test Tavakoli, Parveneh; Awwad, Anas; Nakatsuhara, Fumiyo. - : British Council, 2019 BASE Show details 20 Using eye-tracking research to inform language test validity and design Bax, Stephen; Chan, Sathena Hiu Chong. - : Elsevier, 2019 Abstract: This paper reports on a recent study which used eye-tracking methodology to examine the cognitive validity of two level-specific English Proficiency Reading Tests (CEFR B2 and C1). Using a mixed-methods approach, the study investigated test takers’ reading patterns on six item types using eye-tracking, a self-report checklist and stimulated recall interviews. Twenty L2 participants completed 30 items on a computer, with the Tobii X2 Eye Tracker recording their eye movements on screen. Immediately after they had completed each item type, they reported their reading processes by using a Reading Process Checklist. Eight students further participated in a stimulated recall interview while viewing video footage of their gaze patterns on the test. The findings indicate (1) the range of cognitive processes elicited by different reading item types at the two levels; and (2) the differences between stronger and weaker test takers' reading patterns on each item type. The implications of this study to reflect on some fundamental questions regarding the use of eye-tracking in language research are discussed. The paper concludes with recommendations for future research in these areas. Keyword: eye-tracking; language assessment; Q110 Applied Linguistics; reading assessment; test items URL: http://hdl.handle.net/10547/623120 https://doi.org/10.1016/j.system.2019.01.007 BASE Hide details Page: 1 2

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