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| 101 |
Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test
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In: Languages ; Volume 4 ; Issue 2 (2019)
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| 102 |
LA VARIACIÓN LINGÜÍSTICA EN CONTEXTOS ESPECIALIZADOS: VARIEDADES DIATÓPICAS Y DIASTRÁTICAS EN LA EVALUACIÓN E INTERVENCIÓN DEL LENGUAJE
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In: Tonos Digital; NÚMERO 36 - ENERO 2019 (2019)
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| 103 |
Portfolios as a strategy to lower English language test anxiety: the case of Chile
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| 104 |
Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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| 105 |
Using eye-tracking research to inform language test validity and design
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| 106 |
Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students
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In: Theses and Dissertations (2019)
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| 107 |
Die Brücke zwischen Sprachstandsdiagnostik und Deutschförderung im UF Psychologie/Philosophie
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| 108 |
Test-retest reliability of diffusion measures extracted along white matter language fiber bundles using HARDI-based tractography
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| 109 |
The test-retest reliability of the Western Aphasia Battery-Revised
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| 110 |
Assessing EFL speaking skills in Vietnamese tertiary education
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| 111 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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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.
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; English language testing; Fairness; Globalization; IELTS; Justice; Test-taker perspectives; Validity
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URL: https://espace.library.uq.edu.au/view/UQ:e50b850
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| 112 |
Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment
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In: Practical Assessment, Research, and Evaluation (2019)
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| 113 |
Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance
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In: Practical Assessment, Research, and Evaluation (2019)
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| 114 |
Linguistic Simplification: A Promising Test Accommodation for LEP Students?
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In: Practical Assessment, Research, and Evaluation (2019)
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| 115 |
THE IMPLEMENTATION OF LANGUAGE ASSESSMENT PRINCIPLES ON SUMMATIVE TEST AT MADRASAH ALIYAH NI’MATUL AZIZ JELAPAT BARITO KUALA ACADEMIC YEAR 2017/2018.
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 8, Iss 2, Pp 322-342 (2019) (2019)
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| 116 |
Comparison of Chinese and Western English language proficiency measures in transnational business degrees
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| 117 |
THE EQUIVALENCE OF TOEP FORMS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 88-104 (2019) (2019)
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