This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate…

Although group dynamic assessment (GDA) has been gaining attention over the recent decade, its applicability in online context has been left rather underexplored. Hence, the current study examined the effects of GDA on developing EFL learners' written grammatical accuracy in the online context of 'Telegram'. To this aim, 60 Iranian EFL students…

This study employs longitudinal Conversation Analysis (CA) to examine one TA's follow-up contributions in a series of EFL group discussion tests. By tracking the TA's interactional practices across 18 groups, we observe how she adapts her turn design by increasingly aligning towards that of the novice English speakers. The TA initially attempts to…

The debate over the extensive use of paired and group oral assessments has yielded an enriched body of theoretical inquiries and empirical investigations, marking a shift from viewing second language (L2) speaking ability as residing in the individual to emphasizing joint construction distributed among interlocutors within local contexts. This…

Team-based learning (TBL) has been shown to improve many aspects of student learning, but no previous research has systematically examined the effects of group exams on English as an Additional Language (EAL) students in university classrooms. This study is a small-scale action research examining the role of students' English language status in…

Despite the popularity of task-based language teaching (TBLT) in foreign language (FL) education at elementary school, it remains unclear how young learners' FL abilities can best be evaluated with tasks. The present study seeks to understand developmental differences in interactions among elementary-school students during task-based language…

This study looks at the real and perceived effects of inter-candidate variation in linguistic ability during pair-tested oral examinations in a southern Italian context. Pair testing has not been taken up in schools and universities in southern Italy despite its wide use in international testing systems. Colleagues and prospective candidates often…

In 2002 the University of Cambridge Local Examinations Syndicate (UCLES) implemented a revised version of the Certificate of Proficiency in English (CPE). CPE, which is the highest level of the Main Suite of Cambridge ESOL exams, comprises five modules, "Reading," "Writing," "Use of English," "Listening" and "Speaking," the latter of which is the…

The definition and operationalization of interactional competence in speaking tests that entail co-construction of discourse is an area of language testing requiring further research. This article explores the reactions of four trained raters to paired candidates who oriented to asymmetric patterns of interaction in a discussion task. Through an…

The assessment of oral language is now quite commonly done in pairs or groups, and there is a growing body of research which investigates the related issues (e.g. May, 2007). Writing generally tends to be thought of as an individual activity, although a small number of studies have documented the advantages of collaboration in writing in the…

Speaking tasks involving peer-to-peer candidate interaction are increasingly being incorporated into language proficiency assessments, in both large-scale international testing contexts, and in smaller-scale, for example course-related, ones. This growth in the popularity and use of paired and group orals has stimulated research, particularly into…

The purpose of this document is to establish the statewide policy for the participation of students in the Utah Performance Assessment System for Students (U-PASS). The central elements of this policy are: (1) Rules for inclusion in the statewide assessment program (U-PASS); (2) Limited allowances for exempting or excusing students from…

Two-factor analyses of variance with multiple measurements on one factor were conducted for the five sections of the Test of English as a Foreign Language (TOEFL) and six language groups, and also for the items of each section, based on data collected at the first administration of this form of the test, in October 1969. the principal findings,…

This paper discusses the kinds of vocabulary items retained by a group of native German speakers in the context of an English language proficiency examination. Its main purpose is to indicate the kind of information that can be gathered using cloze procedures, with the aim to integrate this information into further learning strategies for the…

The introduction of a listening comprehension component in the Israeli Matriculation examination of English as a Foreign Language has necessitated research into more effective methods of testing listening comprehension. Oral proficiency has been part of the examination for some time, but more reliable methods of evaluating the test are needed. An…