This article reports on a study conducted with 42 participants from a Chilean university, which aimed to determine the effect of mode of response on test performance and test-taker perception of test features by comparing a semidirect online version and a direct face-to-face version of a speaking test. Candidate performances on both test versions…

Addresses some of the epistemic and practical issues facing alternative assessment, with particular reference to teacher assessment of spoken English as an additional language/second language (EAL/ESL) in the early years of primary education in England and Wales. (Author/VWL)