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Desenvolvimento e validação do instrumento de compreensão de expressões idiomáticas ; Idioms comprehension instrument : development and validation
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The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand
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Science literacy in Saudi Arabia through language analysis of a secondary school physics textbook
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Designing and assessing a digital, discipline-specific literacy assessment tool
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Abstract:
[EN] The C-Test as a tool for assessing language competence has been in existence for nearly 40 years, having been designed by Professors Klein-Braley and Raatz for implementation in German and English. Much research has been conducted over the ensuing years, particularly in regards to reliability and construct validity, for which it is reported to perform reliably and in multiple languages. The author engaged in C-Test research in 1995 focusing on concurrent, predictive and face validity. Through this research, the author developed an appreciation for the C-Test assessment process particularly with the multiple cognitive and linguistic test-taking strategies required. When digital technologies became accessible, versatile and societally integrated, the author believed the C-Test would function well in this environment. This conviction prompted a series of investigations into the development and assessment of a digital C-Test design to be utilised in multiple linguistic settings. This paper describes the protracted design process, concluding with the publication of mobile apps. ; Kebble, PG. (2018). Designing and assessing a digital, discipline-specific literacy assessment tool. The EuroCALL Review. 26(1):79-88. doi:10.4995/eurocall.2018.8893 ; SWORD ; 79 ; 88 ; 26 ; 1 ; Alderson, J.C. (2002). Testing proficiency and achievement: principles and practice. In James A. Coleman, Rüdiger Grotjahn & Ulrich Raatz (Eds.), University language testing and the C-test (pp. 15-30). Bochum: AKS-Verlag. ; Atai, M. R. & Soleimany, M. (2009). On the effect of text authenticity & genre on EFL learners' performance in C-tests. Pazhuhesh-e Zabanhaye Khareji 49, 109-123. Available from https://jor.ut.ac.ir/m/article_27676_b6d42cffb07714a23474fe66363c8eee.pdf. ; Babaii, E. & Fatahi-Majd, M. (2014). Failed restorations in the Ctest: Types, sources, and implications for C-test processing. In Rüdiger Grotjahn (Ed.), Der C-Test: Aktuelle Tendenzen/ The C-Test: Current trends (pp. 263-276). Frankfurt am Main: Lang. ; Blum, J. A. (2003). C-tests: their evolution and future - a way of boosting report cards, including the teacher's? Available from http://www.clozeonline.us/Research/Blum1.htm ; Coleman, J. A. (1994a). Degrees of proficiency: Assessing the progress and achievement of university language learners. French Studies Bulletin, 50, 11-16. ; Coleman, J. A. (1994b). Profiling the advanced language learner: The C-Test in British further and higher education. In Rüdiger Grotjahn (Ed.), Der CTest. Theoretische Grundlagen und praktische Anwendungen (Vol. 2, pp. 217- 237). Bochum: Brockmeyer. Available from http://www.c-test.de/deutsch/index.php?lang=de§ion=originalia ; Coleman, J. A., Grotjahn, Rüdiger & Raatz, Ulrich. (Eds.). (2002). University language testing and the C-test. Bochum: AKS-Verlag. ; Grotjahn, R. (1986). Test validation and cognitive psychology: some methodological considerations. Language Testing, 3(2), 159-185. ; Grotjahn, R. (1987). How to construct and evaluate a C-Test: A discussion of some problems and some statistical analyses. In Rüdiger Grotjahn, Christine Klein-Braley & Douglas K. Stevenson (Eds.), Taking their measure: The validity and validation of language tests (pp. 219-253). Bochum: Brockmeyer. Available from http://www.c-test.de/deutsch/index.php?lang=de§ion=originalia ; Grotjahn, R. (2014). The C-Test bibliography: version January 2014. In Rüdiger Grotjahn (Ed.), Der C-Test: Aktuelle Tendenzen/The C-Test: Current trends (pp. 325-363). Frankfurt am Main: Lang. ; Grotjahn, R. & Stemmer, B. (2002). C-Tests and language processing. In James A. Coleman, Rüdiger Grotjahn & Ulrich Raatz (Eds.), University language testing and the C-test (pp. 115-130). Bochum: AKS-Verlag. Available from http://www.c-test.de/deutsch/index.php?lang=de§ion=originalia ; Hulstijn, J. H. (2010). Measuring second language proficiency. In Elma Blom & Sharon Unsworth (Eds.), Experimental methods in language acquisition research (pp. 185-199). Amsterdam: Benjamins. [C-Test: 191-193] ; Jafarpur, A. (1999). What's magical about the rule-of two for constructing C-tests? RELC Journal, 30(2), 86-100. ; Khodadady, E. (2013). Authenticity and sampling in C-Tests: A schema-based and statistical response to Grotjahn's critique. The International Journal of Language Learning and Applied Linguistics World, 2(1), 1-17. ; Khodadady, E. (2014). Construct validity of C-Tests: A factorial approach. Journal of Language Teaching and Research, 5(6), 1353-1362. Available from http://www.academypublication.com/issues/past/jltr/vol05/06/19.pdf ; Khodadady, E. & Hashemi, M. (2011). Validity and C-Tests: The role of text authenticity. Iranian Journal of Language Testing, 1(1), 30-41. Available from http://www.ijlt.ir/portal/files/404-2011-01-01.pdf ; Klein-Braley, C. (1985a). A cloze-up on the C-test: A study in the construct validation of authentic tests. Language Testing, 2(1), 76-104. ; Klein-Braley, C. (1985b). C-Tests and construct validity. In Christine Klein-Braley & Ulrich Raatz (Eds.), Fremdsprachen und Hochschule 13/14: Thematischer Teil: C-Tests in der Praxis (pp. 55-65). Bochum: AKS-Verlag. ; Klein-Braley, C. (1985c). C-Tests as placement tests for German university students of English. In Christine Klein-Braley & Ulrich Raatz (Eds.), Fremdsprachen und Hochschule 13/14: Thematischer Teil: C-Tests in der Praxis (pp. 96-100). Bochum (Ruhr-Universität): AKS-Verlag ; Klein-Braley, C. (1985d). Reduced redundancy as an approach to language testing. In Christine Klein-Braley & Ulrich Raatz (Eds.), Fremdsprachen und Hochschule 13/14: Thematischer Teil: C-Tests in der Praxis (pp. 1-13). Bochum (Ruhr-Universität): AKS-Verlag. ; Klein-Braley, C. (1985e). Tests of reduced redundancy - theory. In Viljo Kohonen & Antti J. Pitkänen (Eds.), Language testing in school. AFinLA Yearbook 1985 (pp. 33-48). Tampere: AFinLA. ; Klein-Braley, C. (1996). Towards a theory of C-Test processing. In Rüdiger Grotjahn (Ed.), Der C-Test. Theoretische Grundlagen und praktische Anwendungen (Vol. 3, pp. 23-94). Bochum: Brockmeyer. Available from http://www.c-test.de/deutsch/index.php?lang=de§ion=originalia ; Klein-Braley, C. (1997). C-Tests in the context of reduced redundancy testing: An appraisal. Language Testing, 14(1), 47-84. ; Klein-Braley, C. & Raatz, U. (1984). A survey of research on the C-Test. Language Testing, 1(2), 134-146. ; Mochizuki, A. (1994). C-Tests: Four kinds of texts, their reliability and validity. JALT Journal, 16(1), 41-54. ; Oscarson, M. (1991). Item response theory and reduced redundancy techniques: Some notes on recent developments in language testing. In Kees de Bot, Ralph B. Ginsberg & Claire Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 95-111). Amsterdam & Philadelphia: Benjamins [C-Test: pp. 106-107]. ; Raatz, U. (1985a). Better theory for better tests? Language Testing, 2, 60- 75. ; Raatz, U. (1985b). Tests of reduced redundancy - the C-test, a practical example. In Viljo Kohonen & Antti J. Pitkänen (Eds.), Language testing in school. AFinLA Yearbook 1985 , No. 41 (pp. 49-62). Tampere: Association Finlandaise de Linguistique Appliquée. [long version of Raatz, 1985e] ; Raatz, U. (1985c). Tests of reduced redundancy - the C-Test, a practical example. In Christine Klein-Braley & Ulrich Raatz (Eds.), Fremdsprachen und Hochschule, 13/14: Thematischer Teil: C-Tests in der Praxis (pp. 14-19). Bochum: AKS-Verlag ; Raatz, U. (1987). C-Tests: What do they measure, how do they measure it and what can they be used for? In Christine Schwarzer & Bettina Seipp (Eds.), Trends in European educational research (pp. 38-44). Braunschweig: Universität ; Raatz, U. & Klein-Braley, C. (1985). How to develop a C-Test. In Christine Klein-Braley & Ulrich Raatz (Eds.), Fremdsprachen und Hochschule, 13/14: Thematischer Teil: C-Tests in der Praxis (pp. 20-22). Bochum: AKSVerlag. ; Raatz, U. & Klein-Braley, C. (2002). Introduction to language testing and to C-Tests. In James A. Coleman, Rüdiger Grotjahn & Ulrich Raatz (Eds.), University language testing and the C-test (pp. 75-91). Bochum: AKS-Verlag. Available from http://www.c-test.de/deutsch/index.php?lang=de§ion=originalia ; Rouhani, M. (2008). Another look at the C-Test: A validation study with Iranian EFL learners. The Asian EFL Journal, 10(1), 154-180. Available from [http://www.asian-efl-journal.com/March_2008_EBook.pdf ; Wedell, M. (1987). The C-test - current relevance, text difficulty and student strategies. Language Testing Update, 4, 23. [summary of Wedell, 1985].
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Keyword:
C-Test; Language competence assessment; Mobile app design
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URL: https://doi.org/10.4995/eurocall.2018.8893
http://hdl.handle.net/10251/116118
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| 145 |
Contextualized bilingualism among adolescents from four different ethnic groups in Indonesia
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| 147 |
Test-takers’ contribution to the validation of uses of high-stakes language tests
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| 148 |
The Acquisition Path of [w]-final Plurals in Brazilian Portuguese
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In: Journal of Portuguese Linguistics, Vol 17, Iss 1 (2018) (2018)
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A Comparative Analysis of the Apology Strategy between Turkish EFL Learners and English Native Speakers
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In: Applied Linguistics Research Journal, Vol 2, Iss 3, Pp 48-57 (2018) (2018)
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Washback of English national exams at ninth-grade level in Thailand and Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 167-176 (2018) (2018)
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THE PROFILE OF EFL LEARNERS AS MEASURED BY AN ENGLISH PROFICIENCY TEST
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 5, Iss 1, Pp 115-145 (2018) (2018)
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The Acquisition Path of [w]-final Plurals in Brazilian Portuguese
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In: Journal of Portuguese Linguistics, Vol 17, Iss 1 (2018) (2018)
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A Cross-Sectional Study on Vocabulary Size Among Different Levels of the University Students
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In: ELT Worldwide: Journal of English Language Teaching, Vol 5, Iss 1, Pp 64-72 (2018) (2018)
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| 154 |
Language Assimilation and Performance in Achievement Tests among Immigrant Children: Evidence from a Field Experiment
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| 155 |
Teacher Beliefs And Practices For An English Language Achievement Test
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1, Pp 25-44 (2018) (2018)
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Diagnostic study on teachers’ beliefs and practices in foreign language assessment
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1 (2018) (2018)
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| 157 |
Desenvolvimento e validação do instrumento de compreensão de expressões idiomáticas
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In: Revista de Estudos da Linguagem, Vol 26, Iss 2, Pp 571-591 (2018) (2018)
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| 158 |
A common neural hub resolves syntactic and non-syntactic conflict through cooperation with task-specific networks.
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| 159 |
The C-Test: A Valid Measure to Test Second Language Proficiency?
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In: https://hal-hprints.archives-ouvertes.fr/hprints-01491274 ; 2017 (2017)
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Strategies to select examples for Active Learning with Conditional Random Fields
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In: CICLing 2017 - 18th International Conference on Computational Linguistics and Intelligent Text Processing ; https://hal.archives-ouvertes.fr/hal-01621338 ; CICLing 2017 - 18th International Conference on Computational Linguistics and Intelligent Text Processing, Apr 2017, Budapest, Hungary. pp.1-14 (2017)
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