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Aspects of fluency across assessed levels of speaking proficiency
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| 82 |
Language testing and validation: an evidence based approach
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| 83 |
Exploring language assessment and testing: language in action
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| 84 |
The Predictive Validity of IELTS Scores: A Meta-Analysis
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In: Electronic Thesis and Dissertation Repository (2019)
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| 85 |
Assessing EFL speaking skills in Vietnamese tertiary education
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| 86 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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| 87 |
Integration of Task-based Language Assessment into Young Learner Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 403-422 (2019) (2019)
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| 88 |
Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 243-259 (2019) (2019)
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| 95 |
Strategy Use in the TOEFL iBT Speaking Test and Academic Classroom
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Abstract:
The file associated with this record is under a permanent embargo in accordance with the publisher's policy. The full text may be available through the publisher links provided above. ; Although it is claimed that strategy use is one of the constructs of academic proficiency assessed in the TOEFL iBT, it is not realised in the scoring rubrics (Swain and Huang, 2006; Swain et al, 2009). This study was therefore designed to discover whether strategic competence is evidenced under both TOEFL iBT test conditions and classroom conditions, and whether strategy use in the test is similar to that in academic classrooms. The findings provide evidence to assist the evaluation of the validity claims made by the test designers. In this study learners were asked to undertake parallel tasks under test and classroom conditions. Strategic competence under both conditions was assessed by using stimulated recalls in which students verbalised their use of strategies upon completion of each task. Performance data was then analysed to identify the strategy use verbalised by the students. This triangulation of data makes the study methodologically novel in strategy research, providing greater internal validity to the findings. The study discovered that 84% of strategy types used under the test condition were also used under the classroom condition. While classroom-specific strategies were found where human interlocutors were involved, the percentage was so low as not to be a major cause for concern. ; Peer-reviewed ; Post-print
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Keyword:
iBT TOEFL; language testing; speaking assessment; stimulated recall; strategic competence; validity
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URL: http://hdl.handle.net/2381/41916
http://www.dbpia.co.kr/Journal/ArticleDetail/NODE07408278
https://doi.org/10.17154/kjal.2018.3.34.1.219
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| 96 |
SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS ...
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| 97 |
Offshore and onsite placement testing for English pathway programmes
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In: SCU College (2018)
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| 98 |
Reverse engineering language test constructs for Messick’s value implications: a sociolinguistic approach
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| 99 |
Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test
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| 100 |
The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
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