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A strong interest in researching World Englishes (WE) in relation to language assessment has become an emerging theme in language assessment studies over the past two decades. While research on WE has highligh...
Although teacher burnout has drawn the attention of many researchers, there is little empirical evidence for the contribution of non-native English language teachers’ language proficiency level to their experi...
Teachers’ assessment literacy has recently captured the attention of scholars across various educational contexts. The literature has it that there is a gap between teachers’ assessment practices and national ...
Language assessment literacy (LAL) is a critical field for researchers, scholars, or anyone interested in improving the language teaching environment. Understanding the basics of testing and the ability to per...
This study reports on the development and validation of Language Assessment Knowledge Scale, LAKS, which aims to measure teachers’ language assessment knowledge. The initial development of the scale included a...
This study was designed to determine how well existing analytic rating scales functioned in the assessment of low- to mid-proficiency Japanese university students’ interactive English speaking ability when eng...
Making inferences about a test taker’s language ability has been a concern for language testers. Defining language ability in a speaking test is made difficult because the construct involves factors within and...
After publication of this article (Alavi et al. 2018), it is noticed the third author’s affiliation is incorrect.
The original article was published in Language Testing in Asia 2018 8:8
Although teachers of English are required to assess students’ speaking proficiency in the Common European Framework of Reference for Languages (CEFR), their ability to rate is seldom evaluated. The application...
This paper reviews the most important public English examination (matriculation exam) that students take at the end of their secondary education in Bangladesh. The examination is known as the Secondary School ...
This study aims to develop a low-stakes assessment tool to establish a classroom English language benchmark that Japanese teachers of English can use for their own professional development purposes. To start w...
Assessment is an essential part of any learning process; however, it is often disliked by most students. A wealth of research is available on issues on assessment, such as washback effect and test anxiety, and...
This study examined the relationships between students’ foreign language classroom anxiety and cognitive test anxiety and their College English Test Band 4 (CET-4) performance. A questionnaire was distributed ...
This study investigated the psychometric properties of the recently developed Qiyas for L1 Arabic language test using a Rasch measurement framework.
Translation quality assessment (TQA) suffers from subjectivity in both neighboring disciplines: ‘TEFL’ and ‘Translation Studies, and more empirical studies are required to get closer to objectivity in this dom...
A critical issue in International English Language Testing System (IELTS) lies in the significance of the validity of IELTS listening comprehension test (hereafter IELTS LCM). However IELTS listening validity ...
The Correction to this article has been published in Language Testing in Asia 2018 8:17
Validity is a notable concept in language testing which has concerned many researchers and scholars in the field of language testing due to its importance in decision making process. Tests’ results always intr...
Assessment policies and practices are key to the success of curriculum innovations. Therefore, large-scale ELT innovations always include changes in assessment too. Thinking that Iranian students were not enab...
Inadequacy of authority-based defensive teaching and summative and product-based evaluation such as certification and observation measures in providing information about the actual teaching teachers do was an ...
The International English Language Testing System (IELTS) is a standardized high-stakes test, which is used for the purpose of measuring the language proficiency of candidates who wish to study or work in an e...
Examinations are designed to test knowledge and skills, but in some cases they acquire a power of their own that influences curriculum and attitudes to learning and teaching and that stabilised by widely held ...
This paper reviews the International English Language Testing System’s speaking sub-test in the East Asia region with reference to theoretical and practice-based perspectives and identifies future research opp...
This study aims to develop a test for assessing pragmatic comprehension ability in Chinese as a second language (L2). Following the framework of an argument-based approach to test validation, this study attemp...
This study investigates how the criterion-referenced (CR) approach has impacted relationships between goals, classroom practices, and student achievement in English education in Japan from 1994 to the present,...
Teachers’ writing proficiency and writing assessment ability and their role in improving writing instruction in second language learning classrooms are issues that have not been investigated empirically and ri...
The English language school-based assessment (SBA) component of the Hong Kong Diploma of Secondary Education (HKDSE) Examination is innovative in that the assessment tasks involve assessing English oral langua...
The CEFR, ever since its inception, has had profound impact on language teaching, learning, and assessment not only in Europe but also in other parts of the world. This study focuses on the adaptability of CEF...
This study examined the comparability of reading and writing tasks of two English language proficiency tests—the General English Proficiency Test-A (GEPT-A) developed by Language Training Center, Taipei and th...
The development of emergent literacy skills depends upon the literacy environments and experiences of children at home. Children’s home literacy environment is closely related to the development of various asp...
The National Center Test is a test that high school graduates take in order to be matriculated into the majority of universities in Japan. Its English section (NCT), though, is scheduled to be replaced by comm...
Dynamic assessments in general, and game-based assessment (GBA) specifically, compel us to rethink prevailing language testing conceptualizations of context. Context has traditionally been portrayed with a cog...
This small-scale needs analysis study examined content course faculty members’ perspectives on English language demands in their courses and their perceptions of the introduction of four-skill English language...
Context is vitally important in conceptualizing the construct and specifying the content of language learning, teaching, and assessment. In a rapidly changing globalized world, it is difficult but very importa...
Predicated on Vygotsky’s zone of proximal development (ZPD), dynamic assessment (DA) integrates teaching with assessment in a single activity by providing mediation to help learners perform beyond their indepe...
Integrated reading-into-writing tasks are increasingly used in large-scale language proficiency tests. Such tasks are said to possess higher authenticity as they reflect real-life writing conditions better tha...
Having been influenced by the trend of internationalization of higher education, most universities in Taiwan have implemented an English benchmark requirement for graduation, which requires students to demonst...
Since its publication in 2001, the Common European Framework of Reference for Languages has exerted tremendous influence on language learning, teaching, and assessment in China. However, problems were also ide...
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 ...
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