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As perfectly summarised by Ida Lawrence, “Testing is growing by leaps and bounds across the world. There is a realization that a nation’s well-being depends crucially on the educational achievement of its popu...
Marking of essays is mainly carried out by human raters who bring in their own subjective and idiosyncratic evaluation criteria, which sometimes lead to discrepancy. This discrepancy may in turn raise issues l...
The Common European Framework of Reference (CEFR) (Council of Europe 2001) has, over the past decade, come to be widely used as a reference tool for teaching, learning and assessment (Alderson 2002; North 2014...
The Common European Framework of Reference (CEFR) developed by Council of Europe has been gaining popularity since its publication in 2001, and reshaping the practice in language teaching, learning and assessm...
Since the Japanese government has called for English to be taught through English (Ministry of Education, Culture, Sports, Science and Technology, 2003), there has been increasing interest in English language ...
The present study examined the validity of a university-based speaking assessment (Test of Oral Proficiency in English, TOPE for short) in mainland China. The speaking assessment was developed to meet the stan...
A project has recently been proposed by the National Education Examinations Authority, P. R. China, to develop a national framework of reference for English language education, provisionally called China Stand...
Research studies (e.g., Phakiti, Language Testing 25(2):237–272, 2008a; Phakiti, Language Assessment Quarterly 5(1): 20–42, 2008b; Purpura, Learner strategy use and performance on language tests: a structural ...
This study investigated the consequential validity of the International English Language Testing System (IELTS) Academic exam, specifically focusing on washback upon learners’ test preparation strategies and s...
This study investigates the social impact of a policy requiring university graduates to pass an English proficiency test by examining the consequences of test use in the workplace in Taiwan.
While numerous articles on Criterion® have been published and its validity evidence has accumulated, test users need to obtain relevant validity evidence for their local context and develop their own validity ...
English language writing is important in university entrance examinations in Japan and influences what learners and teachers do in English classes. This is especially noticeable in secondary education in Japan...
This study examined the factor structure of the Test of English for Academic Purposes (TEAP®) test—a recently developed academic English test measuring four skills among Japanese university applicants—and comp...
Placement testing is a crucial issue in Japanese universities. In the majority of language programs, classes are streamed by proficiency levels based on students’ placement test score for efficient instruction...
This study investigated the factor structure and factorial invariance of an English Placement Exam (EPE) from 1998 to 2011 to provide evidence for both the appropriateness of the test scores interpretations an...
This study examined the use of student-teacher interactions through dynamic assessment (DA) to diagnose and promote the learner’s comprehension on Chinese writing patterns. Debates over the uses of standardize...
Classroom assessment tasks and environment are central to supporting student learning, yet are under-studied at the tertiary level, especially in China’s test-driven culture. This study explores the relationsh...
The present study aims to investigate which variables affect English as a foreign language (EFL) students’ listening comprehension test performance. It examines two types of variables: (1) test formats and (2)...
Drawing on second language (L2) motivation constructs modelled on Dörnyei’s (2009) L2 Motivational Self System, this study explores the relationship between language testing experience and the motivation to le...
High-stakes tests have an immense washback effect on what students learn and affect the content of student learning. However, if students fail to recognize the abilities that the test developers intend to meas...
This study investigates the effectiveness and fairness of teacher-led assessment of students’ in-class participation and its effect on actual participation levels and language test scores, taking into account ...
The present study investigated the key determinants of Chinese students’ academic success in terms of GPA and the number of credit hours earned in Korean Universities. The determinants investigated included ge...
This paper provides an example of close analysis of student attempts to fill the gaps that comprise a cloze test. Such analysis may assist diagnosis of the difficulties that groups of students experience with spe...
For language teachers, using rubrics has become the norm in assessing performance-based work. When using rubrics, one question stakeholders have is to what extent teachers are true to the rubrics. For classroo...
Previous studies comparing holistic scoring to analytic scoring of second language writing have given mixed results. Some of them suffer from methodological drawbacks, such as limited writing sample size, limi...
Project 211 is one of the most important educational policies in China, which aims at selecting a small number of “key universities” for sustainable development in the 21st century. These selecte...
LSP performance assessment has become a special focus for language testers in recent years where experts have debated how testing tools and processes can be strengthened to more accurately and more validly ass...
The use of computers has increased in speaking assessments; however, there are concerns about how the absence of an interlocutor affects performance on speaking tests.
Student self-assessment has been heralded as a way of increasing student ownership of the learning process, enhancing metacognative awareness of their learning progress as well as promoting learner autonomy. I...
The overall study from which findings are presented gave stem-equivalent short answer and multiple choice tests of English structure and reading to students at Prince of Songkla University, Thailand. A compari...
The aim of this study was to determine whether large variations in the pass rates of different versions of the Taiwanese tour guides' English test were due to inherent differences in the difficulty of the test...
This study investigated Chinese test takers' attitudes towards the Versant English Test (VET), an automated spoken English test developed by Pearson Knowledge Technologies. Based on previous attitudinal studie...
In order to complete summarization tasks L2 learners need to demonstrate both reading and writing abilities. Thus, understanding the role of these abilities is necessary for interpreting performance on such ta...
The development of Spoken English in Pakistani teachers training institutions working in public sector has never been assessed. This study explores the extent of improvement in English speaking skills among pr...
This study addressed a need to examine and improve current assessments of listening comprehension (LC) of university EFL learners. These assessments adopted a traditional approach where test-takers listened to...
The original article was published in Language Testing in Asia 2011 1:36
The original article was published in Language Testing in Asia 2012 2:18
The present study investigates the construct validation of Translation Competence Questionnaire (TCQ) in the context of Iran. For this purpose, one hundred ninety seven EFL learners, whose major was translatio...
This study compares the effect of different kinds of distractors on the level of difficulty of multiple-choice (MC) vocabulary tests in sentential contexts. This type of test is widely used in practical testin...
The statistical analysis technique of correlation has extensively been used in second/foreign language testing research for a variety of purposes. Most commonly, the technique has been used to validate newly c...
This study examines the English section of the university entrance examination in Myanmar in terms of validity, reliability, practicality, and washback. The study highlights the significance of the matriculati...
Feedback is a key component of teaching second language writing. As the field of second language writing instruction has recently placed greater emphasis on sociocultural considerations, issues related to the ...
This paper presents findings of a study of recognition vocabulary knowledge as a predictor of written Academic English Proficiency (AEP) and overall Academic Achievement in an English medium higher education p...
This study reports a research project which compared teacher and peer assessment of English university students’ compositions. In addition, it investigated possible friendship bias in peer assessment as well a...
Taking a second-language test is a nervous affair; and in India, test anxiety has silently wreaked havoc on students’ psyche. Particularly for students who take public exams in Grades X and XII, anxiety is qui...
Differential item functioning (DIF) is when a test item favors or hinders a characteristic exhibited by group members of a test-taking population. DIF analyses are statistical procedures used to determine to w...
Whether foreign language writing is rated using analytic rating scales or holistically, the organization of ideas is invariably one of the aspects assessed. However, it is unclear what raters are sensitive to ...
English language testing has been developing with great momentum in China in the past two decades. However, little research is existent as to how these English tests are developed, administered, and used. This...
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