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Showing 1 to 15 of 216 results Save | Export
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Tomlin Gagen; Farahnaz Faez – Higher Education Research and Development, 2024
Thousands of education institutions worldwide rely on IELTS scores as criteria for accepting international students whose first language is not English. Individual studies have found varying degrees of strength of correlations and conflicting results between IELTS entry scores and subsequent academic success. These conflicting results were…
Descriptors: Test Validity, Scores, Correlation, Higher Education
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Weideman, Albert – Language Assessment Quarterly, 2022
This paper will deal, firstly, with the South African context, that cries out for attention to responsible language assessment. The renewed interest in language testing in South Africa is well illustrated in assessments of language ability for educational purposes generally, and more specifically in the assessment of academic literacy. Secondly,…
Descriptors: Foreign Countries, Language Tests, Testing, Academic Language
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Abdullah Alshakhi – Educational Process: International Journal, 2025
Background/purpose: Writing is an essential skill for EFL learners, and the development of flawless writing proficiency in English is the intended learner outcome of every writing course in an EFL program. Development of flawless writing skills involves perfection in orthography (spelling, punctuation, capitalization), grammaticality and syntax,…
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Second Language Learning
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Kyle, Kristopher; Eguchi, Masaki; Choe, Ann Tai; LaFlair, Geoff – Language Testing, 2022
In the realm of language proficiency assessments, the domain description inference and the extrapolation inference are key components of a validity argument. Biber et al.'s description of the lexicogrammatical features of the spoken and written registers in the T2K-SWAL corpus has served as support for the TOEFL iBT test's domain description and…
Descriptors: Language Variation, Written Language, Speech Communication, Inferences
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Daniel R. Isbell; Dustin Crowther; Hitoshi Nishizawa – Language Testing, 2024
The extrapolation of test scores to a target domain - that is, association between test performances and relevant real-world outcomes - is critical to valid score interpretation and use. This study examined the relationship between Duolingo English Test (DET) speaking scores and university stakeholders' evaluation of DET speaking performances. A…
Descriptors: Language Proficiency, Language Tests, Higher Education, Stakeholders
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Kyle, Kristopher; Choe, Ann Tai; Eguchi, Masaki; LaFlair, Geoff; Ziegler, Nicole – ETS Research Report Series, 2021
A key piece of a validity argument for a language assessment tool is clear overlap between assessment tasks and the target language use (TLU) domain (i.e., the domain description inference). The TOEFL 2000 Spoken and Written Academic Language (T2K-SWAL) corpus, which represents a variety of academic registers and disciplines in traditional…
Descriptors: Comparative Analysis, Second Language Learning, English (Second Language), Language Tests
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Kang, Tingting; Arvizu, Maria Nelly Gutierrez; Chaipuapae, Panjanit; Lesnov, Roman Olegovich – International Journal of Listening, 2019
This article presents a review of 20 tests designed for assessing the academic English listening skill of second or foreign language learners. The available test information has been systematically condensed in purpose, listening construct, task characteristics, and validity evidence. It was found that most of the tests were developed for…
Descriptors: Academic Discourse, Language Tests, Listening Comprehension Tests, English (Second Language)
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Fan, Jason; Jin, Yan – Asia Pacific Journal of Education, 2020
Despite the increasing discussions on quality and professionalism in the field of language assessment, limited empirical research is currently available on whether language testing practice conforms to the best practice model prescribed in professional standards. Situated in the context of Chinese higher education, this study examined how English…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Student Placement
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Staples, Shelley; Laflair, Geoffrey T.; Egbert, Jesse – Modern Language Journal, 2017
Oral Proficiency Interviews (OPIs) are widely used to measure speaking ability in a second or foreign language. The Michigan English Language Assessment Battery (MELAB) Speaking Test is an OPI used for academic and professional purposes around the world. However, little research on this or other OPIs has quantitatively compared test takers' speech…
Descriptors: Comparative Analysis, Language Usage, Second Language Learning, Nurses
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Nathan Devos; Deo Nizonkiza; Sarah Lynch – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2024
As post-secondary institutions assume more responsibility for the language abilities of their graduates, more attention is being paid to post-admission language support to enhance student success. Previous research has indicated that a post-admission language diagnostic assessment procedure, when coupled with language support services, can be an…
Descriptors: Screening Tests, Language Tests, English, Higher Education
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Shashi Nallaya; Sheridan Gentili; Scott Weeks; Katherine Baldock – Issues in Educational Research, 2024
Various factors such as regulatory body mandates, graduate employability challenges, decreasing student engagement and increasing academic misconduct in higher education have motivated universities to explore alternative approaches to teach and assess. Accordingly, the oral assessment has taken precedence in many contexts as a popular form of…
Descriptors: Test Validity, Test Reliability, Cheating, Higher Education
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Li, Xu; Ouyang, Fan; Liu, Jianwen; Wei, Chengkun; Chen, Wenzhi – Journal of Educational Computing Research, 2023
The computer-supported writing assessment (CSWA) has been widely used to reduce instructor workload and provide real-time feedback. Interpretability of CSWA draws extensive attention because it can benefit the validity, transparency, and knowledge-aware feedback of academic writing assessments. This study proposes a novel assessment tool,…
Descriptors: Computer Assisted Testing, Writing Evaluation, Feedback (Response), Natural Language Processing
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Kumazawa, Takaaki; Shizuka, Tetsuhito; Mochizuki, Masamichi; Mizumoto, Atsushi – Language Testing in Asia, 2016
Placement testing is a crucial issue in Japanese universities. In the majority of language programs, classes are streamed by proficiency levels based on students' placement test score for efficient instruction because university students' proficiency levels vary greatly even in the same program. The Visualizing English Language Competency Test®…
Descriptors: Foreign Countries, Higher Education, English (Second Language), Language Proficiency
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Ika Zenita Ratnaningsih; Unika Prihatsanti; Anggun Resdasari Prasetyo; Bambang Sumintono – Journal of Applied Research in Higher Education, 2025
Purpose: The present study aimed to validate the Indonesian-language version of the psychological capital questionnaire (PCQ), specifically within the context of higher education, by utilising Rasch analysis to evaluate the reliability and validity aspect such as item-fit statistics, rating scale function, and differential item functioning of the…
Descriptors: Foreign Countries, Indonesian Languages, Test Validity, Psychological Characteristics
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Coombe, Christine; Davidson, Peter – Language Testing, 2014
The Common Educational Proficiency Assessment (CEPA) is a large-scale, high-stakes, English language proficiency/placement test administered in the United Arab Emirates to Emirati nationals in their final year of secondary education or Grade 12. The purpose of the CEPA is to place students into English classes at the appropriate government…
Descriptors: Language Tests, High Stakes Tests, English (Second Language), Second Language Learning
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