The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to…

This study aims to explore preservice language teachers' views on the use of peer and selfassessment techniques and also to investigate whether there is a correlation between peer/selfscoring and teacher scoring. In data collection, both qualitative and quantitative research approaches were utilized. SPSS was used to analyze quantitative data and…

Teaching in Vietnam recently, I had opportunities to work with some amazing students and teachers. Being in such a position lent itself well to cultural exchanges inside and outside the classroom. However, it was clear to me, to my colleagues, and I believe to the majority of students that there was a need to dig deeper--to move beyond the…

Fairness and social justice has been the subject of much discussion in educational research, and concerns about fairness are paramount in the milieu of high-stakes admission testing. This study explored stakeholders' perceptions of the fairness of a high-stakes graduate school admission test, the Graduate School Entrance English Examination…

This study investigates the impact of raters' language background on their judgements of the speaking performance in the College English Test-Spoken English Test (CET-SET) of China, by comparing the rating patterns of non-native English-speaking (NNES) teacher raters, who are currently employed to assess performance on the CET-SET, with those of…

"Practical Assessment Tools for College Japanese" collects 21 peer-reviewed assessment modules that were developed by teachers of Japanese who participated in the Assessments for Japanese Language Instruction Summer Institute at University of Hawai'i at Manoa in summer 2012. Each module presents a practical assessment idea that can be…

By centralizing the issue of test fairness in language proficiency assessments, this study responds to a call by researchers for developing greater social responsibility in the language testing agenda. As inquiries into language attitude and psychology indicate, there is an underlying uncertainty pertaining to the validity of test use and score…

Holistic scoring is widely used to assess writing proficiency in English-as-a-Second-Language (ESL) composition. Written recall protocols have recently been used to investigate the relationship between how much holistic scorers comprehend of a given text and how high they rate the quality of that text. This study investigated whether readers…