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Stefan O'Grady – TESOL Journal, 2025
Task-based language assessment represents a major component of task-based language teaching syllabi. Current perspectives emphasise the importance of tasks in the assessment process, suggesting that adherence to influential models of language production during task design yields predictable test outcomes. The current study contends that the…
Descriptors: Task Analysis, Language Tests, Evaluators, Rating Scales
Emma Bruce; Karen Dunn; Tony Clark – Language Testing, 2025
Several high-stakes English proficiency tests including but not limited to IELTS, PTE Academic, and TOEFL iBT recommend a 2-year time limit on validity for score usage. Although this timeframe provides a useful rule-of-thumb for the recency of testing, it can have far-reaching consequences. In response to stakeholder queries around IELTS validity…
Descriptors: High Stakes Tests, Language Tests, Test Validity, Scores
Ching-Ni Hsieh – ETS Research Report Series, 2024
The TOEFL Junior® tests are designed to evaluate young language students' English reading, listening, speaking, and writing skills in an English-medium secondary instructional context. This paper articulates a validity argument constructed to support the use and interpretation of the TOEFL Junior test scores for the purpose of placement, progress…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Scores
Paula Elosua – Language Assessment Quarterly, 2024
In sociolinguistic contexts where standardized languages coexist with regional dialects, the study of differential item functioning is a valuable tool for examining certain linguistic uses or varieties as threats to score validity. From an ecological perspective, this paper describes three stages in the study of differential item functioning…
Descriptors: Reading Tests, Reading Comprehension, Scores, Test Validity
Dang, Chau Ngoc; Dang, Thi Ngoc Yen – RELC Journal: A Journal of Language Teaching and Research, 2023
International English Language Testing System (IELTS) scores have been widely used as the language entry requirements for international students in many English-medium universities. However, research on the predictive validity of IELTS on subsequent academic performance has been inconclusive. Additionally, despite the proliferation of IELTS…
Descriptors: Predictive Validity, Test Preparation, Second Language Learning, Language Tests
Hakyung Sung; Sooyeon Cho; Kristopher Kyle – Language Assessment Quarterly, 2024
Lexical diversity (LD) is an important indicator of second language lexical development. Much research has investigated LD indices, with a focus on learners of English. However, further research is needed in languages that are typologically distinct from English, such as Korean. In this study, we evaluated the reliability and validity of LD…
Descriptors: Second Language Learning, Korean, Persuasive Discourse, Language Tests
Apichat Khamboonruang – Language Testing in Asia, 2025
Chulalongkorn University Language Institute (CULI) test was developed as a local standardised test of English for professional and international communication. To ensure that the CULI test fulfils its intended purposes, this study employed Kane's argument-based validation and Rasch measurement approaches to construct the validity argument for the…
Descriptors: Universities, Second Language Learning, Second Language Instruction, Language Tests
Ramsey L. Cardwell; Steven W. Nydick; J.R. Lockwood; Alina A. von Davier – Language Testing, 2024
Applicants must often demonstrate adequate English proficiency when applying to postsecondary institutions by taking an English language proficiency test, such as the TOEFL iBT, IELTS Academic, or Duolingo English Test (DET). Concordance tables aim to provide equivalent scores across multiple assessments, helping admissions officers to make fair…
Descriptors: Second Language Learning, English (Second Language), Language Tests, Language Proficiency
Hayward, Craig – RP Group, 2023
The RP Group's Multiple Measures Assessment Project (MMAP) produced this technical report as part of a series on how California's community colleges can ensure more English learners (ELs) successfully complete "gateway" English coursework -- courses that satisfy the English writing requirements for completion of an associate's degree as…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Student Placement
Schmitt, Norbert; Nation, Paul; Kremmel, Benjamin – Language Teaching, 2020
Recently, a large number of vocabulary tests have been made available to language teachers, testers, and researchers. Unfortunately, most of them have been launched with inadequate validation evidence. The field of language testing has become increasingly more rigorous in the area of test validation, but developers of vocabulary tests have…
Descriptors: Test Construction, Test Validity, Language Tests, Test Use
Choi, Yun Deok – Language Testing in Asia, 2022
A much-debated question in the L2 assessment field is if computer familiarity should be considered a potential source of construct-irrelevant variance in computer-based writing (CBW) tests. This study aims to make a partial validity argument for an online source-based writing test (OSWT) designed for English placement testing (EPT), focusing on…
Descriptors: Test Validity, Scores, Computer Assisted Testing, English (Second Language)
Prentza, Alexandra; Tafiadis, Dionysios; Chondrogianni, Vasiliki; Tsimpli, Ianthi-Maria – Journal of Psycholinguistic Research, 2022
This study provides a preliminary validation of a Greek Sentence Repetition Task (SRT) with a sample of 110 monolingual and bilingual typically developing (TLD) children and examines the test's ability to distinguish between Greek monolingual children and age-matched Albanian-Greek bilinguals using a Receiver Operating Characteristics (ROC)…
Descriptors: Greek, Sentences, Repetition, Monolingualism
Ying Xu; Xiaodong Li; Jin Chen – Language Testing, 2025
This article provides a detailed review of the Computer-based English Listening Speaking Test (CELST) used in Guangdong, China, as part of the National Matriculation English Test (NMET) to assess students' English proficiency. The CELST measures listening and speaking skills as outlined in the "English Curriculum for Senior Middle…
Descriptors: Computer Assisted Testing, English (Second Language), Language Tests, Listening Comprehension Tests
Pauline Frizelle; Ana Oliveira-Buckley; Tricia Biancone; Jorge Oliveira; Paul Fletcher; Dorothy V. M. Bishop; Cristina McKean – International Journal of Language & Communication Disorders, 2025
Introduction: The present study investigated English-speaking 5-9 year olds' (n = 600, normative sample) comprehension of relative, adverbial and complement clauses using the Test of Complex Syntax-Electronic (TECS-E), an online interactive assessment. with strong test-retest reliability, concurrent validity and internal consistency. Method: Using…
Descriptors: Syntax, Child Language, Young Children, Language Tests
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