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Showing 1 to 15 of 28 results Save | Export
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Kim, Nahee – Language Teaching Research Quarterly, 2022
Professor Glenn Fulcher's research has influenced language testing and assessment in two ways: in proposing a new understanding of data-driven speaking test design, and in drawing attention to the core identity of language testers. The former has had a powerful impact on practical speaking testing and assessment. The latter has asked a very…
Descriptors: Cheating, Test Preparation, Language Tests, Test Construction
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Toroujeni, Seyyed Morteza Hashemi – Education and Information Technologies, 2022
Score interchangeability of Computerized Fixed-Length Linear Testing (henceforth CFLT) and Paper-and-Pencil-Based Testing (henceforth PPBT) has become a controversial issue over the last decade when technology has meaningfully restructured methods of the educational assessment. Given this controversy, various testing guidelines published on…
Descriptors: Computer Assisted Testing, Reading Tests, Reading Comprehension, Scoring
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Jahangard, Ali – MEXTESOL Journal, 2022
One of the most interesting studies on the role of L1 and contrastive analysis in vocabulary teaching is by Laufer and Girsai (2008). However, due to some methodological issues, their research findings are open to criticism and controversy. The current study aimed to replicate the research with a more rigorous design to re-investigate the…
Descriptors: Grammar, Vocabulary Development, Second Language Learning, Second Language Instruction
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Yeager, Rebecca; Meyer, Zachary – International Journal of Listening, 2022
This study investigates the effects of adding stem preview to an English for Academic Purposes (EAP) multiple-choice listening assessment. In stem preview, listeners may view the item stems, but not response options, before listening. Previous research indicates that adding preview to an exam typically decreases difficulty, but raises concerns…
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Teaching Methods
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Batty, Aaron Olaf – Language Testing, 2021
Nonverbal and other visual cues are well established as a critical component of human communication. Under most circumstances, visual information is available to aid in the comprehension and interpretation of spoken language. Citing these facts, many L2 assessment researchers have studied video-mediated listening tests through score comparisons…
Descriptors: Eye Movements, Language Tests, Second Language Learning, Cues
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Papageorgiou, Spiros; Choi, Ikkyu – International Journal of Testing, 2018
This study examined whether reporting subscores for groups of items within a test section assessing a second-language modality (specifically reading or listening comprehension) added value from a measurement perspective to the information already provided by the section scores. We analyzed the responses of 116,489 test takers to reading and…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Tests
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Powers, Donald; Schedl, Mary; Papageorgiou, Spiros – Language Testing, 2017
The aim of this study was to develop, for the benefit of both test takers and test score users, enhanced "TOEFL ITP"® test score reports that go beyond the simple numerical scores that are currently reported. To do so, we applied traditional scale anchoring (proficiency scaling) to item difficulty data in order to develop performance…
Descriptors: English (Second Language), Second Language Learning, Language Proficiency, Scores
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Karlin, Omar; Karlin, Sayaka – InSight: A Journal of Scholarly Teaching, 2018
This study had two aims. The first was to explain the process of using the Rasch measurement model to validate tests in an easy-to-understand way for those unfamiliar with the Rasch measurement model. The second was to validate two final exams with several shared items. The exams were given to two groups of students with slightly differing English…
Descriptors: Item Response Theory, Test Validity, Test Items, Accuracy
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Khaksefidi, Saman – International Education Studies, 2017
This study investigates the psychological effect of a wrong question with wrong items on answering to the next question in a test of structure. Forty students selected through stratified random sampling are given 15 questions of a standardized test namely a TOEFL structure test in which questions number 7 and number 11 are wrong and their answers…
Descriptors: Language Tests, English (Second Language), Second Language Learning, Statistical Analysis
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Bridgeman, Brent – Educational Measurement: Issues and Practice, 2016
Scores on essay-based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from multiple-choice assessments. Evidence is presented to suggest that more weight should be given to these assessments. The reliability of the writing scores…
Descriptors: Multiple Choice Tests, Scores, Standardized Tests, Comparative Analysis
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Lanteigne, Betty – Studies in Second Language Learning and Teaching, 2017
Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely…
Descriptors: Second Language Learning, Second Language Instruction, Test Items, Language Tests
Edward Paul Getman – Online Submission, 2020
Despite calls for engaging assessments targeting young language learners (YLLs) between 8 and 13 years old, what makes assessment tasks engaging and how such task characteristics affect measurement quality have not been well studied empirically. Furthermore, there has been a dearth of validity research about technology-enhanced speaking tests for…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Learner Engagement
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Yi, Yeon-Sook – Language Testing, 2017
The present study examines the relative importance of attributes within and across items by applying four cognitive diagnostic assessment models. The current study utilizes the function of the models that can indicate inter-attribute relationships that reflect the response behaviors of examinees to analyze scored test-taker responses to four forms…
Descriptors: Second Language Learning, Reading Comprehension, Listening Comprehension, Language Tests
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Ashwell, Tim; Elam, Jesse R. – JALT CALL Journal, 2017
The ultimate aim of our research project was to use the Google Web Speech API to automate scoring of elicited imitation (EI) tests. However, in order to achieve this goal, we had to take a number of preparatory steps. We needed to assess how accurate this speech recognition tool is in recognizing native speakers' production of the test items; we…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
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Cho, Yeonsuk; Rijmen, Frank; Novák, Jakub – Language Testing, 2013
This study examined the influence of prompt characteristics on the averages of all scores given to test taker responses on the TOEFL iBT[TM] integrated Read-Listen-Write (RLW) writing tasks for multiple administrations from 2005 to 2009. In the context of TOEFL iBT RLW tasks, the prompt consists of a reading passage and a lecture. To understand…
Descriptors: English (Second Language), Language Tests, Writing Tests, Cues
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