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Showing 1 to 15 of 17 results Save | Export
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Sun, Zhijun; Xu, Peng; Wang, Jianqin – Language Assessment Quarterly, 2023
The construct of "learning potential" has been proposed to capture differences between learner independent performance and performance during Dynamic Assessment (DA). This paper introduces a new LPS formula implemented in a DA study involving Pakistani learners of L2 Chinese. Learners were randomly assigned to a control or experimental…
Descriptors: Chinese, Second Language Learning, Second Language Instruction, Evaluation Methods
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Marinho, Nathalie L.; Witmer, Sara E.; Jess, Nicole; Roschmann, Sarina – Language Assessment Quarterly, 2023
The use of accommodations is often recommended to remove barriers to academic testing among English Learners (ELs). However, it is unclear whether accommodations are particularly effective at improving ELs' test scores. A growing foundation of empirical work has explored this topic. We conducted a meta-analysis that examined several possible…
Descriptors: English Language Learners, Testing Accommodations, Barriers, Scores
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Huang, Heng-Tsung Danny; Hung, Shao-Ting Alan; Chao, Hsiu-Yi; Chen, Jyun-Hong; Lin, Tsui-Peng; Shih, Ching-Lin – Language Assessment Quarterly, 2022
Prompted by Taiwanese university students' increasing demand for English proficiency assessment, the absence of a test designed specifically for this demographic subgroup, and the lack of a localized and freely-accessible proficiency measure, this project set out to develop and validate a computerized adaptive English proficiency testing (E-CAT)…
Descriptors: Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction
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Papageorgiou, Spiros; Manna, Venessa F. – Language Assessment Quarterly, 2021
The TOEFL iBT test was introduced in 2005 to better reflect the language demands of real-life academic tasks than did previous versions of the test. The task-based design of the test was intended to support the interpretation of its scores as a trustworthy measure of international students' ability to use English in an academic environment. Until…
Descriptors: Academic Language, COVID-19, Pandemics, Scores
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Hannah, L.; Kim, H.; Jang, E. E. – Language Assessment Quarterly, 2022
As a branch of artificial intelligence, automated speech recognition (ASR) technology is increasingly used to detect speech, process it to text, and derive the meaning of natural language for various learning and assessment purposes. ASR inaccuracy may pose serious threats to valid score interpretations and fair score use for all when it is…
Descriptors: Task Analysis, Artificial Intelligence, Speech Communication, Audio Equipment
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Wagner, Elvis – Language Assessment Quarterly, 2020
The Duolingo English Test (DET) is a computer adaptive test of English proficiency that is increasingly used for English-medium university admissions purposes. During the COVID-19 pandemic of 2020, test centers were shut down in many countries, and major tests including the TOEFL iBT and IELTS could not be administered. The DET is an "at…
Descriptors: Language Tests, Computer Software, Computer Assisted Testing, Second Language Learning
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Ling, Guangming – Language Assessment Quarterly, 2017
To investigate whether the type of keyboard used in exams introduces any construct-irrelevant variance to the TOEFL iBT Writing scores, we surveyed 17,040 TOEFL iBT examinees from 24 countries on their keyboard-related perceptions and preferences and analyzed the survey responses together with their test scores. Results suggest that controlling…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Writing Tests
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Frost, Kellie; Wigglesworth, Gillian; Clothier, Josh – Language Assessment Quarterly, 2021
The use of integrated tasks to test English-speaking skills raises questions about the impact of comprehension on test score outcomes, and the impact of stimulus materials on test-taker strategic behaviours. This study analysed speaking performances and verbal report data to examine the strategies used by test takers at different levels of…
Descriptors: Task Analysis, Second Language Learning, English (Second Language), Language Tests
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Burton, John Dylan – Language Assessment Quarterly, 2020
An assumption underlying speaking tests is that scores reflect the ability to produce online, non-rehearsed speech. Speech produced in testing situations may, however, be less spontaneous if extensive test preparation takes place, resulting in memorized or rehearsed responses. If raters detect these patterns, they may conceptualize speech as…
Descriptors: Language Tests, Oral Language, Scores, Speech Communication
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Lee, Senyung; Shin, Sun-Young – Language Assessment Quarterly, 2021
Multiple test tasks are available for assessing L2 collocation knowledge. However, few studies have investigated the characteristics of a variety of recognition and recall tasks of collocation simultaneously, and most research on L2 collocations has focused on verb-noun and adjective-noun collocations. This study investigates (1) the relative…
Descriptors: Phrase Structure, Second Language Learning, Language Tests, Recall (Psychology)
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Aviad-Levitzky, Tami; Laufer, Batia; Goldstein, Zahava – Language Assessment Quarterly, 2019
This article describes the development and validation of the new CATSS (Computer Adaptive Test of Size and Strength), which measures vocabulary knowledge in four modalities -- productive recall, receptive recall, productive recognition, and receptive recognition. In the first part of the paper we present the assumptions that underlie the test --…
Descriptors: Foreign Countries, Test Construction, Test Validity, Test Reliability
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Jin, Yan; Yan, Ming – Language Assessment Quarterly, 2017
One major threat to validity in high-stakes testing is construct-irrelevant variance. In this study we explored whether the transition from a paper-and-pencil to a computer-based test mode in a high-stakes test in China, the College English Test, has brought about variance irrelevant to the construct being assessed in this test. Analyses of the…
Descriptors: Writing Tests, Computer Assisted Testing, Computer Literacy, Construct Validity
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Gokturk, Nazlinur – Language Assessment Quarterly, 2018
The number of public school students who are English learners (ELs) has been increasing steadily in the United States. According to a report by Snyder, de Brey, and Dillow (2016), in the 2014-2015 school year, nearly 4.6 million students enrolled in Kindergarten through grade 12 (K-12) in U.S. schools were English learners, representing…
Descriptors: Public Schools, English (Second Language), Second Language Learning, Second Language Instruction
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Laufer, Batia; McLean, Stuart – Language Assessment Quarterly, 2016
The article investigated how the inclusion of loanwords in vocabulary size tests affected the test scores of two L1 groups of EFL learners: Hebrew and Japanese. New BNC- and COCA-based vocabulary size tests were constructed in three modalities: word form recall, word form recognition, and word meaning recall. Depending on the test modality, the…
Descriptors: Vocabulary Development, Semitic Languages, Linguistic Borrowing, Second Language Learning
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Crossley, Scott A.; Kim, YouJin – Language Assessment Quarterly, 2019
The current study examined the effects of text-based relational (i.e., cohesion), propositional-specific (i.e., lexical), and syntactic features in a source text on subsequent integration of the source text in spoken responses. It further investigated the effects of word integration on human ratings of speaking performance while taking into…
Descriptors: Individual Differences, Syntax, Oral Language, Speech Communication
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