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Direct linkAmber Dudley; Emma Marsden; Giulia Bovolenta – Language Testing, 2024
Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and initially validate the Context-Aligned Two Thousand Test (CA-TTT), following open research practices. The CA-TTT is a…
Descriptors: French, Vocabulary Development, Secondary School Students, Language Tests
Egbert, Jesse – Language Testing, 2017
The use of corpora and corpus linguistic methods in language testing research is increasing at an accelerated pace. The growing body of language testing research that uses corpus linguistic data is a testament to their utility in test development and validation. Although there are many reasons to be optimistic about the future of using corpus data…
Descriptors: Language Tests, Second Language Learning, Computational Linguistics, Best Practices
Mann, Wolfgang; Roy, Penny; Morgan, Gary – Language Testing, 2016
This study describes the adaptation process of a vocabulary knowledge test for British Sign Language (BSL) into American Sign Language (ASL) and presents results from the first round of pilot testing with 20 deaf native ASL signers. The web-based test assesses the strength of deaf children's vocabulary knowledge by means of different mappings of…
Descriptors: Deafness, Language Skills, Vocabulary Development, American Sign Language
Lee, HyeSun; Winke, Paula – Language Testing, 2013
We adapted three practice College Scholastic Ability Tests (CSAT) of English listening, each with five-option items, to create four- and three-option versions by asking 73 Korean speakers or learners of English to eliminate the least plausible options in two rounds. Two hundred and sixty-four Korean high school English-language learners formed…
Descriptors: Academic Ability, Stakeholders, Reliability, Listening Comprehension Tests
Malabonga, Valerie; Kenyon, Dorry M.; Carlo, Maria; August, Diane; Louguit, Mohammed – Language Testing, 2008
This paper describes the development and validation of the Cognate Awareness Test (CAT), which measures cognate awareness in Spanish-speaking English Language Learners (ELLs) in fourth and fifth grade. An investigation of differential performance on the two subtests of the CAT (cognates and noncognates) provides evidence that the instrument is…
Descriptors: Speech Communication, Second Language Learning, Grade 4, Grade 5
