Automatic Speech Scoring (ASS) has increasingly become a useful tool in oral proficiency testing for Second Language (L2) learners. However, limited studies investigate the alignment of ASS indices with the Complexity, Accuracy, and Fluency (CAF)--the three dimensions in evaluating L2 speakers' oral proficiency, and the subsequent impact indices…

It is widely believed that raters' cognition is an important aspect of writing assessment, as it has both logical and temporal priority over scores. Based on a critical review of previous research in this area, it is found that raters' cognition can be boiled to two fundamental issues: building text images and strategies for articulating scores.…

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers' perceptions and teaching practices, areas…

This article examines the changes taken place over the decades after a test-based accountability system was in place and proposes an agenda for consequential research of the testing program. The article starts with a review of theories of test-based accountability (Supovitz, Journal of Educational Change 10:211-227, 2009) and a socially grounded,…

Computer-based testing (CBT), which refers to delivering assessments with computers, has been widely used in large English proficiency tests worldwide. Despite an increasing CBT in China, limited research is available concerning whether CBT can be used for the Test for English Majors-Band 4 (TEM 4). The current study investigated whether testing…

Background: 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 standards (Standard for Oral Proficiency in English, SOPE for short) set for teaching and learning of the oral English by the…

Background: 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 assessment not only across the European continent but also in many other places such as Japan (CEFR-J project). Some pioneering work…

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 important to identify and capture the unique features of local contexts. In this article, the experience of China will be used to discuss the…

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 gender, age, prior academic performance, academic self-efficacy, the TOPIK score, self-perceived Korean and English proficiency, and the…

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 studies, 'attitude' in this study was conceptualized as a hypothetical psychological construct which consisted of three components: beliefs,…

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 tasks. This study examined the role of reading and writing in summarization tasks completed by 64 Chinese college students. It was found word-…