2024-03-29T12:08:54Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2337312020-04-23T07:28:23Zcom_10547_221318col_10547_221333
Nakatsuhara, Fumiyo
3f8f9b9321a71142b2cb3c9cfbdb0f77
600
University of Bedfordshire
2012-07-13T15:17:59Z
2012-07-13T15:17:59Z
2007-06-04
Nakatsuhara, F., (2007) Inter-interviewer variation in oral interview tests, 'ELT Journal' 62(3) pp. 266-275.
0951-0893
1477-4526
10.1093/elt/ccm044
http://hdl.handle.net/10547/233731
ELT Journal
This paper concludes with suggestions as to how
the potential unfairness caused by interviewer variability could be solved.
Over the last two decades, research has suggested that candidates’ test performances and scores are collaboratively achieved through interviewing/ scoring processes and there could be unfair situations caused by the interinterviewer variation. To investigate a precise picture of the impact of interinterviewer variation, this research examines the variability of interviewer behaviour, its influence on a candidate’s performance and raters’ consequent perceptions of the candidate’s ability on analytical rating scales (for example, pronunciation, grammar, fluency). This paper concludes with suggestions as to how the potential unfairness caused by interviewer variability could be solved.
en
Oxford Journals
http://eltj.oxfordjournals.org/cgi/doi/10.1093/elt/ccm044
inter-interviewer
oral interview
interview tests
Inter-interviewer variation in oral interview tests
Article
Over the last two decades, research has suggested that candidates’ test performances and scores are collaboratively achieved through interviewing/
scoring processes and there could be unfair situations caused by the interinterviewer variation. To investigate a precise picture of the impact of interinterviewer
variation, this research examines the variability of interviewer
behaviour, its influence on a candidate’s performance and raters’ consequent
perceptions of the candidate’s ability on analytical rating scales (for example,
pronunciation, grammar, fluency). This paper concludes with suggestions as to how
the potential unfairness caused by interviewer variability could be solved.
LICENSE
license.txt
license.txt
text/plain
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2245542020-04-23T07:40:46Zcom_10547_221318col_10547_221333
Taylor, Lynda
e5cbe0ea62cf1e82dbb6558348ae4c68
600
University of Bedfordshire
2012-05-18T10:36:59Z
2012-05-18T10:36:59Z
2009-06
Lynda Taylor (2009). DEVELOPING ASSESSMENT LITERACY. Annual Review of Applied Linguistics, 29 , pp 21-36
0267-1905
1471-6356
10.1017/S0267190509090035
http://hdl.handle.net/10547/224554
Annual Review of Applied Linguistics
Language testing and assessment have moved center stage in recent years, whether for educational, employment, or sociopolitical reasons. More and more people are involved in developing tests and using test score outcomes, though often without a background or training in assessment to equip them adequately for this role. Simultaneously, increasing professionalization of the field has led to the generation of standards, ethical codes, and guidelines for good testing practice. Although these can help make assessment practices more transparent and accessible to a wider constituency, they also risk promoting a view of language testing as highly technical and specialized–best left to experts. These trends have implications for both policy and practice. This article reviews efforts to promote understanding of assessment within the field of applied linguistics and within education and society more broadly. The role of professional associations, academic institutions, and commercial organizations in developing assessment literacy is considered, as well as the contribution of published material and other types of training resources. This article reflects on how the international language testing community can encourage the sharing of the core knowledge, skills, and understanding that underpin good quality assessment as widely and accessibly for the benefit of all.
en
Cambridge University Press
http://journals.cambridge.org/abstract_S0267190509090035
assessment
language testing
language assessment
literacy
Developing assessment literacy
Article
Language testing and assessment have moved center stage in recent years, whether for educational, employment, or sociopolitical reasons. More and more people are involved in developing tests and using test score outcomes, though often without a background or training in assessment to equip them adequately for this role. Simultaneously, increasing professionalization of the field has led to the generation of standards, ethical codes, and guidelines for good testing practice. Although these can help make assessment practices more transparent and accessible to a wider constituency, they also risk promoting a view of language testing as highly technical and specialized–best left to experts. These trends have implications for both policy and practice. This article reviews efforts to promote understanding of assessment within the field of applied linguistics and within education and society more broadly. The role of professional associations, academic institutions, and commercial organizations in developing assessment literacy is considered, as well as the contribution of published material and other types of training resources. This article reflects on how the international language testing community can encourage the sharing of the core knowledge, skills, and understanding that underpin good quality assessment as widely and accessibly for the benefit of all.
LICENSE
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text/plain
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2020-04-23 07:40:46.909
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2250002019-11-01T09:52:46Zcom_10547_221318col_10547_221333
Nakatsuhara, Fumiyo
0000-0002-0429-7417
600
University of Bedfordshire
2012-05-21T14:19:18Z
2012-05-21T14:19:18Z
2011-10
Effects of test-taker characteristics and the number of participants in group oral tests 2011, 28 (4):483 Language Testing
0265-5322
1477-0946
10.1177/0265532211398110
http://hdl.handle.net/10547/225000
Language Testing
en
http://ltj.sagepub.com/cgi/doi/10.1177/0265532211398110
Archived with thanks to Language Testing
co-construction
conversational styles
extraversion
group oral tests
group size
oral tests
language testing
language assessment
Effects of test-taker characteristics and the number of participants in group oral tests
Article
LICENSE
license.txt
license.txt
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2019-11-01 09:52:46.352
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2246322020-04-23T07:38:59Zcom_10547_221318col_10547_221333
Khalifa, Hanan
03a98947f178d6137f00e96e7b145532
-1
Weir, Cyril J.
7d897c1af2970a05641c87779d8633e9
-1
2012-05-18T13:57:29Z
2012-05-18T13:57:29Z
2009
Hanan Khalifa, Cyril J. Weir. (2009) 'Examining reading: research and practice in assessing second language reading'. Cambridge University Press
0521736714
http://hdl.handle.net/10547/224632
Volume 29 of Studies in Language Testing
The book demonstrates the applicability of this comprehensive test validation framework for reading through an extended case study involving the University of Cambridge Main Suite ESOL reading tests. The authors show how an understanding and analysis of the framework and its components in relation to specific reading tests can assist international high stakes test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across proficiency levels.
en
Cambridge University Press
Studies in Language Testing
Vol. 29
http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/examining-reading
reading
language testing
second language
Examining reading: research and practice in assessing second language reading
Book
The book demonstrates the applicability of this comprehensive test validation framework for reading through an extended case study involving the University of Cambridge Main Suite ESOL reading tests. The authors show how an understanding and analysis of the framework and its components in relation to specific reading tests can assist international high stakes test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across proficiency levels.
LICENSE
license.txt
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2020-04-23 07:38:59.692
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2246332020-04-23T07:30:21Zcom_10547_221318col_10547_221333
Green, Anthony
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Unaldi, Aylin
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Weir, Cyril J.
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University of Bedfordshire
2012-05-18T13:57:53Z
2012-05-18T13:57:53Z
2010-04
Green, A., Unaldi, A., Weir, C.J. (2010) 'Empiricism versus connoisseurship: Establishing the appropriacy of texts in tests of academic reading' Language Testing 27 (2):191
0265-5322
1477-0946
10.1177/0265532209349471
http://hdl.handle.net/10547/224633
Language Testing
This paper explores the potential of using information technology for the empirical measurement of contextual parameters identified in the socio-cognitive framework (the framework developed by CRELLA for test validation). Previously the level of difficulty represented by reading texts used in English Language tests has been estimated through expert judgement. The study, in contrast, employs computational tools for automated text analyses, demonstrating how relevant contextual features have been opened to empirical measurement by new technology. The techniques showcased in this paper allow for a more rigorous approach to reading test specification.
en
Sage Journals
http://ltj.sagepub.com/cgi/doi/10.1177/0265532209349471
automated text analysis
English for academic purposes
reading
language testing
Empiricism versus connoisseurship: establishing the appropriacy of texts in tests of academic reading
Article
This paper explores the potential of using information technology for the empirical measurement of contextual parameters identified in the socio-cognitive framework (the framework developed by CRELLA for test validation). Previously the level of difficulty represented by reading texts used in English Language tests has been estimated through expert judgement. The study, in contrast, employs computational tools for automated text analyses, demonstrating how relevant contextual features have been opened to empirical measurement by new technology. The techniques showcased in this paper allow for a more rigorous approach to reading test specification.
LICENSE
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2246522020-04-23T07:40:47Zcom_10547_221318col_10547_221333
Taylor, Lynda
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Weir, Cyril J.
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2012-05-18T13:58:57Z
2012-05-18T13:58:57Z
2012
Taylor, Lynda, Weir Cyril. J (2012) IELTS Collected Papers 2: Research in Reading and Listening Assessment . Studies in Language Testing 34. Cambridge: Cambridge University Press
9781107602649
http://hdl.handle.net/10547/224652
Studies in Language Testing
This volume brings together a set of eight IELTS-related research studies - four on reading and four on listening . It chronicles the evolution of the Reading and Listening Tests in IELTS and ELTS from 1980 to the present day and explains the rationale for revising these tests at various points in their history and the role played in this by research findings. Findings from these studies provide valuable evidence on the construct validity of the IELTS test; they are also instrumental in highlighting aspects needing attention, and thus directly inform the continuing evolution of the IELTS reading and listening tests. The volume reviews and comments on the specific contribution of each study to the ongoing process of IELTS reading and listening test design and development.
en
Cambridge University Press
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
reading
language assessment
language testing
listening
IELTS collected papers 2: research in reading and listening assessment
Book
This volume brings together a set of eight IELTS-related research studies - four on reading and four on listening . It chronicles the evolution of the Reading and Listening Tests in IELTS and ELTS from 1980 to the present day and explains the rationale for revising these tests at various points in their history and the role played in this by research findings. Findings from these studies provide valuable evidence on the construct validity of the IELTS test; they are also instrumental in highlighting aspects needing attention, and thus directly inform the continuing evolution of the IELTS reading and listening tests. The volume reviews and comments on the specific contribution of each study to the ongoing process of IELTS reading and listening test design and development.
LICENSE
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2250312017-10-31T13:35:18Zcom_10547_221318col_10547_221333
Green, Anthony
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University of Bedfordshire
2012-05-21T14:15:42Z
2012-05-21T14:15:42Z
2012-06
Green, A (2012) 'Language functions revisited: theoretical and empirical bases for language construct definition across the ability range'. Cambridge: Cambridge University Press
9780521184991
http://hdl.handle.net/10547/225031
en
Cambridge University Press
Common European Framework of Reference for Languages
Language functions revisited: theorectical and empirical bases for language construct definition across the ability range
Book
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University of Bedfordshire Repository
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Green, Anthony
0000-0003-4893-1798
600
Hawkey, Roger
University of Bedfordshire
2012-05-21T14:16:31Z
2012-05-21T14:16:31Z
2012-01
Green, A., Hawkey, R. (2011) 'Re-fitting for a different purpose: A case study of item writer practices in adapting source texts for a test of academic reading'. Language Testing 29 (1):109
0265-5322
1477-0946
10.1177/0265532211413445
http://hdl.handle.net/10547/224995
Language Testing
en
Sage Journals
http://ltj.sagepub.com/cgi/doi/10.1177/0265532211413445
Re-fitting for a different purpose: a case study of item writer practices in adapting source texts for a test of academic reading
Article
LICENSE
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University of Bedfordshire Repository
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Galaczi, Evelina D.
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600
ffrench, Angela
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Hubbard, Chris
426dd2586ac04e6d2e8cd60162a770c6
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Green, Anthony
7a6fb811203bf3792459b3f0cbacecc1
600
University of Cambridge
University of Bedfordshire
2012-05-21T14:16:57Z
2012-05-21T14:16:57Z
2011-08
Developing assessment scales for large-scale speaking tests: a multiple-method approach 2011, 18 (3):217 Assessment in Education: Principles, Policy & Practice pp217 - 237
0969-594X
1465-329X
10.1080/0969594X.2011.574605
http://hdl.handle.net/10547/224996
Assessment in Education: Principles, Policy & Practice
The process of constructing assessment scales for performance testing is complex and multi-dimensional. As a result, a number of different approaches, both empirically and intuitively based, are open to developers. In this paper we outline the approach taken in the revision of a set of assessment scales used with speaking tests, and present the value of combining methodologies to inform and refine scale development. We set the process in the context of the growing influence of the Common European Framework of Reference (Council of Europe 2001) and outline a number of stages in terms of the procedures followed and outcomes produced. The findings describe a range of data that was collected and analysed through a number of phases and used to inform the revision of the scales, including consultation with experts, and data-driven qualitative and quantitative research studies. The overall aim of the paper is to illustrate the importance of combining intuitive and data-driven scale construction methodologies, and to suggest a usable scale construction model for application or adaptation in a variety of contexts.
en
Taylor and Francis
http://www.tandfonline.com/doi/abs/10.1080/0969594X.2011.574605
Developing assessment scales for large-scale speaking tests: a multiple-method approach
Article
The process of constructing assessment scales for performance testing is complex and multi-dimensional. As a result, a number of different approaches, both empirically and intuitively based, are open to developers. In this paper we outline the approach taken in the revision of a set of assessment scales used with speaking tests, and present the value of combining methodologies to inform and refine scale development. We set the process in the context of the growing influence of the Common European Framework of Reference (Council of Europe 2001) and outline a number of stages in terms of the procedures followed and outcomes produced. The findings describe a range of data that was collected and analysed through a number of phases and used to inform the revision of the scales, including consultation with experts, and data-driven qualitative and quantitative research studies. The overall aim of the paper is to illustrate the importance of combining intuitive and data-driven scale construction methodologies, and to suggest a usable scale construction model for application or adaptation in a variety of contexts.
LICENSE
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license.txt
text/plain
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2249972017-10-31T13:37:48Zcom_10547_221318col_10547_221333
Green, Anthony
0000-0003-4893-1798
600
University of Bedfordshire
2012-05-21T14:17:20Z
2012-05-21T14:17:20Z
2011-05
Green, A (2011) ‘Testing L2 English reading for class level placement’ in B, O’Sullivan (ed) 'Language testing theories and pPractices' Palgrave Macmillan.
9780230230637
http://hdl.handle.net/10547/224997
en
Palgrave MacMillan
reading
language testing
language assessment
A case of testing L2 English reading for class level placement
in: Language testing theories and practices
Book chapter
LICENSE
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University of Bedfordshire Repository
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Bax, Stephen
University of Bedfordshire
2012-05-21T14:17:54Z
2012-05-21T14:17:54Z
2010
Bax, S. (2010) 'Researching English bilingual education in Thailand, Indonesia and South Korea'. Malaysia: British Council
9780863556456
http://hdl.handle.net/10547/224998
en
Brtish Council
http://www.teachingenglish.org.uk/sites/teacheng/files/publication_2_-_researching_english_bilingual_education.pdf
English language learning
bilingual education
Researching English bilingual education in Thailand, Indonesia and South Korea
Book
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2249992020-04-23T07:28:37Zcom_10547_221318col_10547_221333
Bax, Stephen
1d8bbcd2bdbae892d10fb9103b0f6997
-1
University of Bedfordshire
2012-05-21T14:18:09Z
2012-05-21T14:18:09Z
2011
Bax, S. (2011) ‘Normalisation revisited: the effective use of technology in language education’ International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1 (2) pp.1-15
10.4018/ijcallt.2011040101
http://hdl.handle.net/10547/224999
International Journal of Computer-Assisted Language Learning and Teaching
This article revisits the issue of the normalisation of technology in language education, defined as the stage at which a technology is used in language education without our being consciously aware of its role as a technology, as an effective element in the language learning process (Bax, 2003). It draws on the literature relating to the history of sociotechnical innovation (Bijker, 1997) to develop the theoretical basis of the concept and examines normalisation in the light of a neo-Vygotskian conceptual framework, in order to establish a set of central principles by which to understand and interpret the normalisation process. It then considers the implications for the language teacher and other change agents, with proposals for how to introduce new technologies into language education settings with maximum impact.
en
IGI Global
http://www.igi-global.com/article/normalisation-revisited-effective-use-technology/53797
elearning
language learning
Normalisation revisited: the effective use of technology in language education
Article
This article revisits the issue of the normalisation of technology in language education, defined as the stage at which a technology is used in language education without our being consciously aware of its role as a technology, as an effective element in the language learning process (Bax, 2003). It draws on the literature relating to the history of sociotechnical innovation (Bijker, 1997) to develop the theoretical basis of the concept and examines normalisation in the light of a neo-Vygotskian conceptual framework, in order to establish a set of central principles by which to understand and interpret the normalisation process. It then considers the implications for the language teacher and other change agents, with proposals for how to introduce new technologies into language education settings with maximum impact.
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2250012020-01-02T10:39:36Zcom_10547_221318col_10547_221333
Bax, Stephen
University of Bedfordshire
2012-05-21T14:19:36Z
2012-05-21T14:19:36Z
2011-02
Bax, S.(2011) 'Digital education: beyond the 'wow' factor in digital education' in Thomas, M. 'Digital education: opportunities for social collaboration'. Palgrave Macmillian.
9780230111585
http://hdl.handle.net/10547/225001
en
Palgrave MacMillan
https://link.springer.com/book/10.1057%2F9780230118003
elearning
online learning
digital education
Digital education: beyond the 'wow' factor
in: Digital education : opportunities for social collaboration
Book chapter
LICENSE
license.txt
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2020-01-02 10:39:36.345
University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2250022015-01-07T13:18:59Zcom_10547_221318col_10547_221333
Bax, Stephen
University of Bedfordshire
2012-05-21T14:19:51Z
2012-05-21T14:19:51Z
2010
Bax, S. (2010) 'Magic wand or museum piece? The future of the interactive whiteboard in education'. In:'Interactive whiteboards for education: theory, research and practice' Pennsylvania: IGI Global.
9781615207152
http://hdl.handle.net/10547/225002
en
IGI Global
interactive whiteboard
educational technology
Magic wand or museum piece? the future of the interactive whiteboard in education
in: Interactive Whiteboards for Education: Theory, Research and Practice
Book chapter
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2015-01-07 13:18:59.0
University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2255182020-01-03T11:40:06Zcom_10547_221318col_10547_221333
Field, John
0000-0002-2466-9716
600
University of Bedfordshire
2012-05-23T08:54:36Z
2012-05-23T08:54:36Z
2009-01
Field, J. (2009). 'Listening in the Language Classroom'. Cambridge: Cambridge University Press
9780521685702
http://hdl.handle.net/10547/225518
en
Cambridge University Press
Listening in the language classroom
Book
LICENSE
license.txt
license.txt
text/plain
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2020-01-03 11:40:06.29
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2254972020-04-23T07:30:39Zcom_10547_221318col_10547_221333
Field, John
3f6ff2cdc1415b0bbfe929b981dd80f4
600
2012-05-23T09:09:40Z
2012-05-23T09:09:40Z
2008-09
Field, J. (2008) 'Bricks or mortar: Which parts of the input does a second language listener rely on?' TESOL Quarterly.42 (3) Pp: 411-432
0039-8322
10.1002/j.1545-7249.2008.tb00139.x
http://hdl.handle.net/10547/225497
TESOL Quarterly
There is considerable evidence from psycholinguistics that first language listeners handle function words differently from content words. This makes intuitive sense because content words require the listener to access a lexical meaning representation whereas function words do not. A separate channel of processing for functors would enable them to be detected faster. The question is of importance to our understanding of second language (L2) listening. Because what is extracted from the input by L2 listeners is generally less than complete, it is useful for the instructor to know which parts of the signal they are likely to recognize, and which parts are likely to be lost to them. On the one hand, L2 listeners might rely heavily on function words because high frequency renders them familiar. On the other, they might have difficulty identifying function words confidently within a piece of connected speech because functors in English are usually brief and of low perceptual prominence. The current study investigated intake by intermediate-level L2 listeners to establish whether function or content words are processed more accurately and reported more frequently. It found that the recognition of functors fell significantly behind that of lexical words. The finding was remarkably robust across first languages and across levels of proficiency, suggesting that it may reflect the way in which L2 listeners choose to distribute their attention.
en
TESOL
http://onlinelibrary.wiley.com/doi/10.1002/j.1545-7249.2008.tb00139.x/abstract
Bricks or mortar: which parts of the input does a second language listener rely on?
There is considerable evidence from psycholinguistics that first language listeners handle function words differently from content words. This makes intuitive sense because content words require the listener to access a lexical meaning representation whereas function words do not. A separate channel of processing for functors would enable them to be detected faster. The question is of importance to our understanding of second language (L2) listening. Because what is extracted from the input by L2 listeners is generally less than complete, it is useful for the instructor to know which parts of the signal they are likely to recognize, and which parts are likely to be lost to them. On the one hand, L2 listeners might rely heavily on function words because high frequency renders them familiar. On the other, they might have difficulty identifying function words confidently within a piece of connected speech because functors in English are usually brief and of low perceptual prominence. The current study investigated intake by intermediate-level L2 listeners to establish whether function or content words are processed more accurately and reported more frequently. It found that the recognition of functors fell significantly behind that of lexical words. The finding was remarkably robust across first languages and across levels of proficiency, suggesting that it may reflect the way in which L2 listeners choose to distribute their attention.
LICENSE
license.txt
license.txt
text/plain
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2020-04-23 07:30:39.518
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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University of Bedfordshire Repository
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2012-05-23T09:13:23Z
2011-08
Taylor, L. (2011). Examining Speaking: Research and Practice in Assessing Second Language Speaking. Cambridge: Cambridge University Press
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University of Bedfordshire Repository
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Journal of English for Academic Purposes
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Zegarac, Vladimir
University of Bedfordshire
2012-05-23T08:54:57Z
2012-05-23T08:54:57Z
2008
Zegarac, V. (2008). Culture and Communication. In: Culturally Speaking Second Edition Culture, Communication and Politeness Theory. New York: Continuum
9780826493101
http://hdl.handle.net/10547/225519
en
Continuum International Publishing Group
http://www.continuumbooks.com/books/detail.aspx?BookId=125828&SearchType=Basic
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Intercultural communication
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Culturally speaking : culture, communication and politeness theory (2nd ed)
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Field, J.(2011) Cognitive Validity. In: Taylor,L. Examining Speaking. Cambridge. Cambridge University Press
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2012-06-19T08:36:11Z
2011-01
Bax, S. (2011) 'Discourse and genre: using language in context'. Basingstoke [England] ; New York: Palgrave Macmillan
9780230217973
http://hdl.handle.net/10547/229551
This accessible guide to discourse employs an innovative, inductive approach, with a clear focus on genre that allows students to examine language in context. Using real texts, students are shown how each dimension of discourse links together and are offered practical guidance on how to carry out a discourse analysis project.
en
Palgrave MacMillan
discourse
genre
intertextuality
Discourse and genre: using language in context
Book
LICENSE
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oai:uobrep.openrepository.com:10547/2337002020-04-23T07:28:47Zcom_10547_221318col_10547_221333
Hamp-Lyons, Liz
51b7d6c8cf6dc7349a26c6b403de3a7e
600
Davies, Alan
7bb42799256357f53fa837c8a85d401b
-1
University of Bedfordshire
2012-07-13T15:05:03Z
2012-07-13T15:05:03Z
2008-02-01
Hamp-Lyons, L., and Davies, A. (2008) The Englishes of English tests: bias revisited, 'World Englishes', 27(1) pp.26-39
0883-2919
1467-971X
10.1111/j.1467-971X.2008.00534.x
http://hdl.handle.net/10547/233700
World Englishes
We explore the question of whose norms should be imposed in these tests, and what the consequences for test-takers are if the norm imposed by the test is not the “normal” variety accepted in their own society.
We explore the question of whose norms should be imposed in these tests, and what the consequences for test-takers are if the norm imposed by the test is not the “normal” variety accepted in their own society. Data used for the study are written texts by English learners from six language backgrounds, scored by raters from their own language backgrounds as well as by native American English raters. Interesting patterns emerge, but we conclude that the complexity of the variables involved, the small n-size, and the inherent unreliability of scoring productive samples prevent any definitive claims being made.
Blackwell Publishing
http://doi.wiley.com/10.1111/j.1467-971X.2008.00534.x
The Englishes of English tests: bias revisited
Article
We explore the question of whose norms should be imposed in these tests, and what the consequences for test-takers are if the norm imposed by the test is not the “normal” variety accepted in their own society. Data used for the study are written texts by English learners from six language backgrounds, scored by raters from their own language backgrounds as well as by native American English raters. Interesting patterns emerge, but we conclude that the complexity of the variables involved, the small n-size, and the inherent unreliability of scoring productive samples prevent any definitive claims being made.
LICENSE
license.txt
license.txt
text/plain
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oai:uobrep.openrepository.com:10547/2382062018-11-30T11:34:02Zcom_10547_221318col_10547_221333
Taylor, Lynda
0000-0003-1366-0254
600
2012-08-13T09:42:02Z
2012-08-13T09:42:02Z
2008
Taylor, L., Introduction. IELTS Research Reports, 2008, Volume 8: 1-10 British Council/IDP Education Australia, Canberra
http://hdl.handle.net/10547/238206
Introduction. Overview of reports in Volume 8 by Dr Lynda Taylor, IELTS Editor-in-Chief
University of Cambridge ESOL Examinations
en
http://www.ielts.org/researchers/research/volume_8.aspx
IELTS research reports Vol.8 -Intoduction
Book chapter
LICENSE
license.txt
license.txt
text/plain
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oai:uobrep.openrepository.com:10547/2382072020-04-23T07:28:49Zcom_10547_221318col_10547_221333
Weir, Cyril J.
7d897c1af2970a05641c87779d8633e9
-1
Khalifa, Hanan
03a98947f178d6137f00e96e7b145532
-1
University of Bedfordshire
2012-08-13T09:42:34Z
2012-08-13T09:42:34Z
2008-02
Weir, C. J. and Khalifa, H. A cognitive processing approach towards defining reading comprehension, Reserach Notes, University of Cambridge Local Examinations Syndicate 2008 (31): 2-10.
1756-509x
http://hdl.handle.net/10547/238207
Cambridge ESOL: Research Notes
In this article we focus on a cognitive processing approach as a theoretical basis for evaluating the cognitive validity of reading tests.1 This approach is concerned with the mental processes readers actually use in comprehending texts when engaging in different types of real-life reading. However, we first start by a brief review of other approaches that attempted to establish what reading comprehension really involves.
en
University of Cambridge
http://www.cambridgeenglish.org/images/23150-research-notes-31.pdf
cognitive processing
cognitive linguistics
reading comprehension
reading tests
A cognitive processing approach towards defining reading comprehension
Article
In this article we focus on a cognitive processing approach
as a theoretical basis for evaluating the cognitive validity of
reading tests.1 This approach is concerned with the mental
processes readers actually use in comprehending texts
when engaging in different types of real-life reading.
However, we first start by a brief review of other approaches
that attempted to establish what reading comprehension
really involves.
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/238207/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
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oai:uobrep.openrepository.com:10547/238207
2020-04-23 07:28:49.132
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2012-08-13T09:41:48Z
2012-08-13T09:41:48Z
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Weir, C. J. and Khalifa, H. Applying a cognitive processing model to Main Suite Reading papers, 2008 (31): 11-16. Research Notes, University of Cambridge ESOL
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Cambridge ESOL: Research Notes
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University of Cambridge
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Cambridge University Press
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Taylor, L. and Weir, C. J. (eds.) (2009) 'Language testing matters: investigating the wider social and educational impact of assessment'.- Proceedings of the ALTE Cambridge Conference April 2008 , Studies in Language Testing 31. Cambridge University Press
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Edited book
en
Cambridge University Press
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Language testing matters: investigating the wider social and educational impact of assessment - Proceedings of the ALTE Cambridge Conference April 2008 (Studies in Language Testing )
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Hawkey, R. (2011) “Consequential validity” in Taylor, L. (eds.) Examining Speaking: Research and practice in assessing second language speaking. Studies in Language Testing volume 30. Cambridge: UCLES/ Cambridge University Press, 234-258
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Taylor, Lynda
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Taylor, L. (2011) Introduction. IELTS Research Reports, Volume 11. British Council/IDP Education Australia, Canberra, 1-14
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IELTS Reserach Reports
INTRODUCTION
Overview of reports in Volume 11 by Dr Lynda Taylor, IELTS Editor-in-Chief
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O'Sullivan, Barry
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O’Sullivan, B. and Nakatsuhara, F. (2011) Quantifying Conversational Styles in Group Oral Test Discourse, in O’Sullivan, B. (ed.) Language Testing: Theories and Practices, Palgrave Advances in Language and Linguistics.
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Weir, Cyril J.
O'Sullivan, Barry
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Weir C. J. and O’Sullivan, B. (2011) 'Test development and validation' in O’Sullivan, B. (ed.) 'Language Testing: Theories and Practices', Palgrave Advances in Language and Linguistics
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Hamp-Lyons, L. (2011) English for Academic Purposes in Hinkel, E. (ed.) Handbook of Research in Second Language Teaching and Learning, Vol. II. Taylor & Francis/ Routledge, Ch.7: 89-105
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University of Bedfordshire Repository
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Bax, Stephen
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2012-08-14T07:10:22Z
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Bax, S. (2009) CALL: Past, Present and Future in Howard, P. (2009) (ed.) Computer Assisted Language Learning: Critical Concepts in Linguistics, Routledge, 117-133
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University of Bedfordshire Repository
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Bax, Stephen
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2012-08-14T07:10:34Z
2009-08
Bax. S., and Cullen. R (2009) Generating and evaluating reflection through teaching practice in Hedge, P. Andon, N. & Dewey, M (2009) (eds.) English Language Teaching: Major Themes in Education, Routledge Vol. VI
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Green, Anthony
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Zhang, Qian
2012-08-13T09:40:46Z
2012-08-13T09:40:46Z
2009
Zhang, Q. and A. Green (2009) Understanding Chinese students' motivational change during the transition to UK higher education in ELT in China. Paper in conference proceedings, 5th International Conference, Beijing: Foreign Language Teaching and Research Press, 124-147.
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Beijing: Foreign Language Teaching and Research Press
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learner cognition
international students
higher education
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University of Bedfordshire Repository
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Davison, Chris
Hamp-Lyons, Liz
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Davison, C. and Hamp-Lyons, L. (2009) The Hong Kong Certificate of Education: School-based Assessment Reform in Hong Kong English Language Education in L-y Cheng and Curtis, A (Eds.). English language assessment and the Chinese learner, Routledge, ch.18
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Routledge
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Hong Kong Certificate of Education
English language assessment
English language testing
The Hong Kong Certificate of Education: school-based assessment reform in Hong Kong English language education
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license.txt
license.txt
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University of Bedfordshire Repository
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Nakatsuhara, Fumiyo
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600
University of Bedfordshire
2012-08-14T07:08:52Z
2012-08-14T07:08:52Z
2011
Nakatsuhara, F. (2011) The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking Test in Osborne, J. (ed.) IELTS Research Reports, Volume 12, IDP: IELTS Australia and British Council, 151-200
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IELTS Speaking Test
language assessment
language testing
listening
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LICENSE
license.txt
license.txt
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University of Bedfordshire Repository
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Field, John
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600
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Field, J. (2011) “Psycholinguistics” in Simpson, J. (ed.) Routledge Handbook of Applied Linguistics, Routledge, 472-486
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Routledge
http://www.routledge.com/books/details/9780415490672/
http://www.amazon.co.uk/Routledge-Handbook-Applied-Linguistics-Handbooks/dp/0415490677
psycholinguistics
Psycholinguistics
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University of Bedfordshire Repository
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Hamp-Lyons, Liz
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Hamp-Lyons, L. (2012) Linking Writing and Speaking in English as a Second Language Assessment in Elliot, N. and Perelman, L. (eds.) Writing Assessment in the 21st Century: Essays in Honor of Edward M. White, Hampton Press, 407-430
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Hampton Press
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Hawkey, R. A. (2009) A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation, in Taylor, L. and Weir, C. J. (eds.), Language Testing Matters: Investigating the wider social and educational impact of assessment, Studies in Language Testing, volume 31, Proceedings of the 3rd ALTE Conference, Cambridge April 2008, Cambridge University Press, 326-343
9780521163910
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en
Cambridge University Press
http://assets.cambridge.org/97805211/63910/frontmatter/9780521163910_frontmatter.pdf
Cambridge Proficiency in English
English language testing
ESOL
English language assessment
A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation
Book chapter
LICENSE
license.txt
license.txt
text/plain
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oai:uobrep.openrepository.com:10547/2383812017-10-31T13:39:45Zcom_10547_221318col_10547_221333
Weir, Cyril J.
Hawkey, Roger
Green, Anthony
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Devi, Sarojani
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2012-08-14T07:12:14Z
2012-08-14T07:12:14Z
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Weir, C. J., Hawkey, R. Green, T., Devi, S., Unaldi, A. (2009) The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university in ELTS Research Report volume 9, British Council/IDP Australia, 97-156.
9781906438517
190643851X
OCLC 505066724
http://hdl.handle.net/10547/238381
en
IELTS Australia ; British Council
http://www.ielts.org/researchers/research/volume_9.aspx
academic reading
reading
higher education
The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university
Book chapter
LICENSE
license.txt
license.txt
text/plain
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Green, Anthony
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2010
Green, A. (2010) Conflicting Purposes in the use of Can Do Statements in Language Education in Schmidt, M., Naganuma, N., O’Dwyer, F. Imig, A. and Sakai, K. (eds.), Can do statements in language education in Japan and beyond, Asahi Press, 35-48
http://hdl.handle.net/10547/238359
en
Asahi Press
https://sites.google.com/site/flpsig/publications/can-do-statements-in-language-education-in-japan-and-beyond
language education
can do statements
language assessment
Conflicting purposes in the use of can do statements in language education
Book chapter
LICENSE
license.txt
license.txt
text/plain
1691
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Green, Anthony
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Hawkey, Roger
2012-08-13T09:41:33Z
2012-08-13T09:41:33Z
2009
Green, A. and Hawkey, R. (2009) 'Functional Progression in the Common European Framework: Towards a Language Specification for Higher Level Learners' in Taylor, L. and Weir, C. J. (eds.) 'Language Testing Matters: Investigating the wider social and educational impact of assessment'. Studies in Language Testing 31, Proceedings of the 3rd ALTE Conference,April 2008. Cambridge: Cambridge University Press.
9780521163910
http://hdl.handle.net/10547/238205
Studies in Language Testing
en
Cambridge University Press
Studies in Language Testing
31
http://research.cambridgeesol.org/research-collaboration/silt
Functional progression in the Common European Framework: towards a language specification for higher level learners
Book chapter
LICENSE
license.txt
license.txt
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Taylor, L. (2009) Introduction, IELTS research reports, volume 10. British Council/IDP Education Australia, Canberra
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Introduction to the IELTS research reports vol 10
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http://www.ielts.org/researchers/research/volume_10.aspx
Introduction. IELTS research reports vol 10
Other
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Bax, Stephen
2012-07-03T07:47:48Z
2012-07-03T07:47:48Z
2010
Bax, S. (2009) "Lurking in multicultural online educational forums: “I Wasn't Invited to the Party”" in Ragusa, A. (2009) (ed.) Interaction in communication technologies & Virtual Learning Environments: human factors. IGA Global, (10): 145-159
9781605668741
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9781605668758 (eISBN)
10.4018/978-1-60566-874-1
http://hdl.handle.net/10547/231831
en
Information Science Reference
http://researchoutput.csu.edu.au/R/?func=dbin-jump-full&object_id=11880&local_base=GEN01-CSU01
http://www.igi-global.com/book/interaction-communication-technologies-virtual-learning/638
online forums
electronic community
virtual community
elearning
lurking
social networking
Lurking in multicultural online educational forums: “I Wasn't Invited to the Party”
Book chapter
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Taylor, Lynda
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2012-07-03T07:58:25Z
2009
Taylor, L. (2009) Introduction. IELTS research reports, volume 9, British Council/IDP Education Australia, Canberra
9781906438517
190643851X
OCLC 505066724
http://hdl.handle.net/10547/231834
Introduction to the IELTS research reports vol 9
en
IELTS Australia
http://www.worldcat.org/title/ielts-research-reports-2009-vol-9/oclc/505066724&referer=brief_results
http://www.ielts.org/researchers/research/volume_9.aspx
Introduction. IELTS research reports vol 9
Other
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license.txt
text/plain
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2383542020-04-23T07:30:10Zcom_10547_221318col_10547_221333
Green, Anthony
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University of Bedfordshire
2012-08-14T07:08:37Z
2012-08-14T07:08:37Z
2012
Green A. (2012) Language Functions Revisited: Theoretical and Empirical Bases for Language Construct Definition Across the Ability Range. English Profile Studies 2. Cambridge: Cambridge University Press
9780521184991
http://hdl.handle.net/10547/238354
English Profile Studies
This book introduces the theoretical and empirical bases for the definition of language learning level in functional 'Can Do' terms for the English Profile Programme, setting out the ambitions of the Programme and presenting emerging findings. The English Profile Programme is an elaboration of the performance level descriptions of the Common European Framework of Reference for Languages (CEFR) that is concerned specifically with the English language. The CEFR has become influential in building a shared understanding of performance levels for foreign language learners. However, there is a considerable gap between the broad descriptions of levels provided, which covers a range of languages and learning contexts, and the level of detail required for applications such as syllabus or test design, which this volume addresses.
en
Cambridge University Press
English Profile Studies
2
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6621262/Language-Functions-Revisited/?site_locale=en_GB¤tSubjectID=2558844
can do statements
English Profile Programme
Common European Framework of Reference for Languages
language functions
language assessment
Language functions revisited: theoretical and empirical bases for language construct definition across the ability range
Book
This book introduces the theoretical and empirical bases for the definition of language learning level in functional 'Can Do' terms for the English Profile Programme, setting out the ambitions of the Programme and presenting emerging findings. The English Profile Programme is an elaboration of the performance level descriptions of the Common European Framework of Reference for Languages (CEFR) that is concerned specifically with the English language. The CEFR has become influential in building a shared understanding of performance levels for foreign language learners. However, there is a considerable gap between the broad descriptions of levels provided, which covers a range of languages and learning contexts, and the level of detail required for applications such as syllabus or test design, which this volume addresses.
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Bax, Stephen
1d8bbcd2bdbae892d10fb9103b0f6997
500
University of Bedfordshire
2012-08-13T09:28:39Z
2012-08-13T09:28:39Z
2010
Bax, S. (2010) Learning through English: Researching Impact in Thailand, Indonesia and South Korea. London: British Council.
978-086355-645-6
http://hdl.handle.net/10547/238211
This book discusses a research project into the use of English in bilingual education in Thailand, South Korea and Indonesia. It describes the project's background, research procedures and findings, and gives recommendations for developing the use of English in these contexts.
en
British Council, London
http://www.teachingenglish.org.uk/biblio/learning-through-english-researching-impact-thailand-indonesia-south-korea
Learning through English: Researching Impact in Thailand, Indonesia and South Korea.
Book
This book discusses a research project into the use of English in bilingual education in Thailand, South Korea and Indonesia. It describes the project's background, research procedures and findings, and gives recommendations for developing the use of English in these contexts.
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Hawkey, Roger
2012-08-13T09:29:27Z
2012-08-13T09:29:27Z
2009
Hawkey, R.A. (2009) Examining FCE and CAE: Key issues and recurring themes in developing the First Certificate in English and Certificate in Advanced English exams, Studies in Language Testing 28. Cambridge University Press
978-0-521-73672-5
http://hdl.handle.net/10547/238212
en
Cambridge University Press
http://assets.cambridge.org/assets/assets.jsf
Examining FCE and CAE: Key issues and recurring themes in developing the First Certificate in English and Certificate in Advanced English exams
Book
LICENSE
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oai:uobrep.openrepository.com:10547/2381932024-02-06T10:42:56Zcom_10547_221318col_10547_221333
Field, John
3f6ff2cdc1415b0bbfe929b981dd80f4
600
University of Bedfordshire
2012-08-13T09:31:53Z
2012-08-13T09:31:53Z
2011-05
Field J. (2011) 'Into the mind of the academic listener', Journal of English for Academic Purposes 10 (2):102-112
14751585
10.1016/j.jeap.2011.04.002
http://hdl.handle.net/10547/238193
Journal of English for Academic Purposes
en
Elsevier
http://linkinghub.elsevier.com/retrieve/pii/S1475158511000221
academic listening
second language listening
cognitive processing
EAP
listening strategy
listening
Into the mind of the academic listener
Article
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Field J (2011) 'Editorial', Journal of English for Academic Purposes 10 (2):73-78
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Saville, Nick
Hawkey, Roger
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The English Profile Programme – the first three years 2010, 1 (01):e7, English Profile Journal
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10.1017/S2041536210000061
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English Profile Journal
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Cambridge University Press
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Green, Anthony
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2012-08-13T09:34:55Z
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Requirements for Reference Level Descriptions for English 2010, 1 (01):e6, English Profile Journal
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10.1017/S204153621000005X
http://hdl.handle.net/10547/238196
English Profile Journal
en
Cambridge University Press
http://www.journals.cambridge.org/abstract_S204153621000005X
Archived with thanks to English Profile Journal
RLD development; CEFR aims; learning objectives; proficiency scales
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Taylor, Lynda
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Taylor, L.(2010) '“Telling our story”: reflections on the place of learning, transparency, responsibility and collaboration in the language testing narrative'. Language Assessment Quarterly, 7(2): 195-203
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Taylor and Francis
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"Telling our story": reflections on the place of learning, transparency, responsibility and collaboration in the language testing narrative.
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2012-08-13T09:35:42Z
2012-08-13T09:35:42Z
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Hamp-Lyons, L., Lockwood, J. (2009) 'The workplace, the society and the wider world: the offshoring and outsourcing industry', Annual Review of Applied Linguistics 29:145
0267-1905
1471-6356
10.1017/S0267190509090126
http://hdl.handle.net/10547/238198
Annual Review of Applied Linguistics
en
Cambridge University Press
http://www.journals.cambridge.org/abstract_S0267190509090126
The workplace, the society and the wider world: the offshoring and outsourcing industry
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Taylor, Lynda
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Taylor, L., Wigglesworth, G. (2009) 'Are two heads better than one? pair work in L2 assessment contexts' Language Testing 26 (3):325-339
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Language Testing
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Sage Publications
http://ltj.sagepub.com/cgi/doi/10.1177/0265532209104665
Are two heads better than one? pair work in L2 assessment contexts
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Green, Anthony
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University of Bedfordshire
2012-08-13T09:36:54Z
2012-08-13T09:36:54Z
2008-08
Green, A.B. English Profile: functional progression in materials for ELT, 2008, 33: 19-24. Cambridge ESOL: Research Notes
1756-509x
http://hdl.handle.net/10547/238214
Cambridge ESOL: Research Notes
en
University of Cambridge Local Examinations Syndicate (UCLES)
http://research.cambridgeesol.org/english-profile-functional-progression-materials-elt
English Profile: functional progression in materials for ELT
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Yanagawa, K., Green, A. (2008) 'To show or not to show: The effects of item stems and answer options on performance on a multiple-choice listening comprehension test', System 36 (1):107-122
0346-251X
10.1016/j.system.2007.12.003
http://hdl.handle.net/10547/238215
System
en
Elsevier
http://linkinghub.elsevier.com/retrieve/pii/S0346251X07000942
second language listening
multiple-choice testing
test factors
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To show or not to show: the effects of item stems and answer options on performance on a multiple-choice listening comprehension test
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Weir, Cyril J.
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Hawkey, Roger
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Unaldy, Aylin
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Devi, Sarojani
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2012
Weir, C.J., Hawkey, R., Green, A., Unaldi, A. and Devi, S. (2012) The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: Cambridge University Press
9781107602649
http://hdl.handle.net/10547/238216
Studies in Language Testing
This study investigates the academic reading activities and problems of students in their first-year of study at a British University, and compares the emerging model of academic reading with an analysis of the reading construct as tested in the IELTS Reading Module. The contextual parameters of the reading texts of target students are reviewed and a comparison made with those performance conditions obtaining for reading activities in the IELTS test. The extent to which any problems in reading might decrease the higher the IELTS reading band score obtained before entry is investigated.
en
Cambridge University Press
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
reading
language assessment
language testing
listening
The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university
Book chapter
This study investigates the academic reading activities and problems of students in their first-year of study at a British University, and compares the emerging model of academic reading with an analysis of the reading construct as tested in the IELTS Reading Module. The contextual parameters of the reading texts of target students are reviewed and a comparison made with those performance conditions obtaining for reading activities in the IELTS test. The extent to which any problems in reading might decrease the higher the IELTS reading band score obtained before entry is investigated.
LICENSE
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text/plain
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oai:uobrep.openrepository.com:10547/2382002020-04-23T07:30:10Zcom_10547_221318col_10547_221333
Hawkey, Roger
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2012
Hawkey, R. and Green, A. (2012) An empirical investigation of the process of writing Academic Reading test items for the international English Language Testing System in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: Cambridge University Press
9781107602649
http://hdl.handle.net/10547/238200
Studies in Language Testing
The paper describes a study of reading test text selection, item writing and editing processes, with particular reference to these areas of test production for the IELTS Academic Reading test. Based on retrospective reports and direct observation, the report compares how trained and untrained item writers select and edit reading texts to make them suitable for a task-based test of reading and how they generate the accompanying items. Both individual and collective test editing processes are investigated.
en
Cambridge University Press
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
reading
language assessment
language testing
listening
An empirical investigation of the process of writing Academic Reading test items for the international English Language Testing System
Book chapter
The paper describes a study of reading test text selection, item writing and editing processes, with particular reference to these areas of test production for the IELTS Academic Reading test. Based on retrospective reports and direct observation, the report compares how trained and untrained item writers select and edit reading texts to make them suitable for a task-based test of reading and how they generate the accompanying items. Both individual and collective test editing processes are investigated.
LICENSE
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license.txt
text/plain
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Taylor, Lynda
0000-0003-1366-0254
600
University of Bedfordshire
2012-08-13T09:38:32Z
2012-08-13T09:38:32Z
2012
Taylor, L. (2012) The impact of the funded research studies on the IELTS Academic reading test in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge:Cambridge University Press
9781107602649
http://hdl.handle.net/10547/238201
Studies in Language Testing
en
Cambridge University Press
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
The impact of the funded research studies on the IELTS Academic reading test
Book chapter
LICENSE
license.txt
license.txt
text/plain
1691
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2382032024-02-06T10:44:48Zcom_10547_221318col_10547_221333
Nakatsuhara, Fumiyo
3f8f9b9321a71142b2cb3c9cfbdb0f77
600
University of Bedfordshire
2012-08-13T09:39:15Z
2012-08-13T09:39:15Z
2012
• Nakatsuhara, F. (2012) “The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking test” in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge:Cambridge University Press
9781107602649
http://hdl.handle.net/10547/238203
Studies in Language Testing
The study investigated the relationship between test-takers’ listening proficiency and performance on Part 3 (Discussion) of the IELTS Speaking Test, as against that on Part 2 (Individual Long Turn). It explored how communication problems that were associated with test-takers’ listening proficiency occurred and how these problems were dealt with.
en
Cambridge University Press
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking test
Book chapter
The study investigated the relationship between test-takers’ listening proficiency and performance on Part 3 (Discussion) of the IELTS Speaking Test, as against that on Part 2 (Individual Long Turn).
It explored how communication problems that were associated with test-takers’ listening proficiency
occurred and how these problems were dealt with.
LICENSE
license.txt
license.txt
text/plain
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University of Bedfordshire Repository
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Green, Anthony
7a6fb811203bf3792459b3f0cbacecc1
600
Hawkey, Roger
0d487e8acb3c95b9105e43c10c272510
-1
University of Bedfordshire
2012-08-13T09:39:39Z
2012-08-13T09:39:39Z
2012-01
Green, A.B. and Hawkey, R. (2012) Marking assessments (rubrics, rating scales) in Coombe, C., O’Sullivan, B., Davidson P., and Stoynoff S. (eds.) The Cambridge Guide to Second Language Assessment. Cambridge: Cambridge University Press
9781107677074
http://hdl.handle.net/10547/238219
en
Cambridge University Press
http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9781107677074
Marking assessments (rubrics, rating scales)
Book chapter
LICENSE
license.txt
license.txt
text/plain
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2381972017-12-05T12:38:14Zcom_10547_221318col_10547_221333
Gan, Zhengdong
Davison, Chris
Hamp-Lyons, Liz
0000-0002-8684-548X
600
2012-08-13T09:35:24Z
2012-08-13T09:35:24Z
2009-09
Gan, Z.,Davison, C.G, Hamp-Lyons, L. (2008) 'Topic negotiation in peer group oral assessment situations: a conversation analytic approach', Applied Linguistics 30 (3):315-334
0142-6001
1477-450X
10.1093/applin/amn035
http://hdl.handle.net/10547/238197
Applied Linguistics
en
Oxford University Press
http://applij.oxfordjournals.org/cgi/doi/10.1093/applin/amn035
Topic negotiation in peer group oral assessment situations: a conversation analytic approach
Article
LICENSE
license.txt
license.txt
text/plain
1691
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2017-12-05 12:38:14.893
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/2382172020-04-23T07:30:08Zcom_10547_221318col_10547_221333
Weir, Cyril J.
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Hawkey, Roger
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Green, Anthony
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Devi, Sarojani
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2012-08-13T09:38:02Z
2012-08-13T09:38:02Z
2012
Weir, C.J., Hawkey, R., Green, A. and Devi, S. (2012) The cognitive processes underlying the academic reading construct as measured by IELTS in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: Cambridge University Press
9781107602649
http://hdl.handle.net/10547/238217
Studies in Language Testing
This study, building on CRELLA’s 2006/07 IELTS funded research, clarifies further the links between what is measured by IELTS and the construct of academic reading as practised by students in a UK university by eliciting from IELTS candidates, by means of a retrospective protocol, the reading processes they engage in when tackling IELTS Reading tasks. The study provides grounded insight into the congruence between the construct measured by IELTS and that of academic reading in the target domain
en
Cambridge University Press
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
http://www.ielts.org/PDF/Vol9_Report4.pdf
reading
language assessment
language testing
listening
academic reading
The cognitive processes underlying the academic reading construct as measured by IELTS
Book chapter
This study, building on CRELLA’s 2006/07 IELTS funded research, clarifies further the links between what is measured by IELTS and the construct of academic reading as practised by students in a UK university by eliciting from IELTS candidates, by means of a retrospective protocol, the reading processes they engage in when tackling IELTS Reading tasks. The study provides grounded insight into the congruence
between the construct measured by IELTS and that of academic reading in the target domain
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Taylor, Lynda
0000-0003-1366-0254
600
University of Bedfordshire
2012-08-13T09:38:48Z
2012-08-13T09:38:48Z
2012
Taylor, L. (2012) Impact of the joint-funded research studies on the IELTS Listening test in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: Cambridge University Press
9781107602649
http://hdl.handle.net/10547/238202
Studies in Language Testing
en
Cambridge University Press
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
Impact of the joint-funded research studies on the IELTS Listening test
Book chapter
LICENSE
license.txt
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Green, Anthony
7a6fb811203bf3792459b3f0cbacecc1
600
O'Sullivan, Barry
595e18a33947ad20587a9989561bd8fb
-1
2012-08-13T09:40:07Z
2012-08-13T09:40:07Z
2011
Green, A. B. and O’Sullivan, B. (2011) Test taker characteristics in Taylor, L. (eds.) Examining Speaking: Research and practice in assessing second language speaking. Studies in Language Testing 30. Cambridge: Cambridge University Press
9780521736701
http://hdl.handle.net/10547/238220
Studies in Language Testing
A review of the general research literature in the area of test takers assessment.The authors reported on research undertaken into Cambridge ESOL test and demonstrated how the tests take into account the key test takers characterictics, e.g. general features, disabilities and special needs.
en
Cambridge University Press
Studies in Language Testing
30
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6658124/?site_locale=en_GB
language test taking
Test taker characteristics
Book chapter
A review of the general research literature in the area of test takers assessment.The authors reported on research undertaken into Cambridge ESOL test and demonstrated how the tests take into account the key test takers characterictics, e.g. general features, disabilities and special needs.
LICENSE
license.txt
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text/plain
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University of Bedfordshire Repository
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Field, John
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2012-08-13T09:41:16Z
2012-01
Field, J. (2012) Listening instruction in Burns, A. and Richards, J. C. (eds.) The Cambridge Guide to Pedagogy and Practice. Cambridge: Cambridge University Press
9781107015869
http://hdl.handle.net/10547/238221
en
Cambridge University Press
http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9781107015869
Listening instruction
Book chapter
LICENSE
license.txt
license.txt
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oai:uobrep.openrepository.com:10547/3379042020-04-23T07:32:03Zcom_10547_221318col_10547_221333
Bax, Stephen
1d8bbcd2bdbae892d10fb9103b0f6997
-1
Weir, Cyril J.
7d897c1af2970a05641c87779d8633e9
-1
University of Bedfordshire
2015-01-07T13:15:44Z
2015-01-07T13:15:44Z
2012-02
Bax, S., Weir, C. J. (2012) 'Investigating learners' cognitive processes during a computer-based CAE Reading test'. Research Notes, (47) February 2012, pp3-14.
1756-509X
http://hdl.handle.net/10547/337904
Research Notes
This study investigates the cognitive processes employed by participants on a computer-based CAE Reading test, with a view to assessing the cognitive validity of the Reading test items. It takes as its starting point the cognitive processing approach with its set of cognitive processes described by Khalifa and Weir (2009 Chapter 3). In addition it draws on the methods for investigating those processes adopted in Weir, Hawkey, Green and Devi’s study of academic reading in the UK (2009), and complements and extends them using onscreen recording and eye-tracking technology, as well as developing other aspects of the methodology. The central question was to what extent the test items elicited the range and level of cognitive processes expected of an advanced Reading test which seeks to emulate real-world academic reading processes.
en
Cambridge ESOL
http://www.cambridgeenglish.org/images/22669-rv-research-notes-47.pdf
cognitive processes
cognitive linguistics
language testing
reading testing
computer-based testing
computer-based assessment
academic reading
reading
Investigating learners' cognitive processes during a computer-based CAE Reading test
Article
This study investigates the cognitive processes employed by
participants on a computer-based CAE Reading test, with a
view to assessing the cognitive validity of the Reading test
items. It takes as its starting point the cognitive processing
approach with its set of cognitive processes described by
Khalifa and Weir (2009 Chapter 3). In addition it draws on
the methods for investigating those processes adopted in
Weir, Hawkey, Green and Devi’s study of academic reading
in the UK (2009), and complements and extends them using
onscreen recording and eye-tracking technology, as well as
developing other aspects of the methodology. The central
question was to what extent the test items elicited the range
and level of cognitive processes expected of an advanced
Reading test which seeks to emulate real-world academic
reading processes.
LICENSE
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license.txt
text/plain
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oai:uobrep.openrepository.com:10547/3378802020-04-23T07:32:00Zcom_10547_221318col_10547_221333
Bax, Stephen
1d8bbcd2bdbae892d10fb9103b0f6997
-1
University of Bedfordshire
2015-01-07T13:37:36Z
2015-01-07T13:37:36Z
2013-10
Bax, S., (2013) 'The cognitive processing of candidates during reading tests: evidence from eye-tracking'. Language Testing, 30 (4) pp441-465
0265-5322
1477-0946
10.1177/0265532212473244
http://hdl.handle.net/10547/337880
Language Testing
The research described in this article investigates test takers’ cognitive processing while completing onscreen IELTS (International English Language Testing System) reading test items. The research aims, among other things, to contribute to our ability to evaluate the cognitive validity of reading test items (Glaser, 1991; Field, in press). The project focused on differences in reading behaviours of successful and unsuccessful candidates while completing IELTS test items. A group of Malaysian undergraduates (n = 71) took an onscreen test consisting of two IELTS reading passages with 11 test items. Eye movements of a random sample of these participants (n = 38) were tracked. Stimulated recall interview data was collected to assist in interpretation of the eye-tracking data. Findings demonstrated significant differences between successful and unsuccessful test takers on a number of dimensions, including their ability to read expeditiously (Khalifa & Weir, 2009), and their focus on particular aspects of the test items and texts, while no observable difference was noted in other items. This offers new insights into the cognitive processes of candidates during reading tests. Findings will be of value to examination boards preparing reading tests, to teachers and learners, and also to researchers interested in the cognitive processes of readers.
The research reported in this article was supported in part by the ELT Research Award scheme funded by the British Council to promote innovation in English language teaching research. The
views expressed are not necessarily those of the British Council.
en
SAGE
http://ltj.sagepub.com/cgi/doi/10.1177/0265532212473244
Archived with thanks to Language Testing
assessment
computer-based testing
cognitive processes
eye-tracking
reading
reading testing
The cognitive processing of candidates during reading tests: evidence from eye-tracking
Article
The research described in this article investigates test takers’ cognitive processing while completing onscreen IELTS (International English Language Testing System) reading test items. The research aims, among other things, to contribute to our ability to evaluate the cognitive validity of reading test items (Glaser, 1991; Field, in press). The project focused on differences in reading behaviours of successful and unsuccessful candidates while completing IELTS test items. A group of Malaysian undergraduates (n = 71) took an onscreen test consisting of two IELTS reading passages with 11 test items. Eye movements of a random sample of these participants (n = 38) were tracked. Stimulated recall interview data was collected to assist in interpretation of the eye-tracking data. Findings demonstrated significant differences between successful and unsuccessful test takers on a number of dimensions, including their ability to read expeditiously (Khalifa & Weir, 2009), and their focus on particular aspects of the test items and texts, while no observable difference was noted in other items. This offers new insights into the cognitive processes of candidates during reading tests. Findings will be of value to examination boards preparing reading tests, to teachers and learners, and also to researchers interested in the cognitive processes of readers.
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Green, Anthony
7a6fb811203bf3792459b3f0cbacecc1
600
University of Bedfordshire
2015-01-07T13:43:56Z
2015-01-07T13:43:56Z
2013
Green, A., (2013) 'Washback in language assessment', International Journal of English Studies 13 (2) pp39-51.
1989-6131
1578-7044
10.6018/ijes.13.2.185891
http://hdl.handle.net/10547/337881
International Journal of English Studies
This paper reviews the progress made in washback studies over the quarter century since Hughes (1989) placed it at the centre of his textbook Testing for Language Teachers. Research into washback and the development of models of washback are described and an agenda is suggested for test developers wishing to build washback into their programmes. It is recommended that future projects should pay greater attention to test design features and to the outcomes of learning as well as continuing to explore learner motivation and cultural factors that might encourage participants to react to tests in certain ways, but not in others. Washback research itself is seen to be a potentially valuable tool in persuading participants to adopt new practices.
en
Ediciones de la Universidad de Murcia
http://revistas.um.es/ijes/article/view/185891
http://dialnet.unirioja.es/servlet/articulo?codigo=4509040
Archived with thanks to International Journal of English Studies
language testing
test impact
washback
consequences
second language
Washback in language assessment
Article
This paper reviews the progress made in washback studies over the quarter century since Hughes (1989) placed it at the centre of his textbook Testing for Language Teachers. Research into washback and the development of models of washback are described and an agenda is suggested for test developers wishing to build washback into their programmes. It is recommended that future projects should pay greater attention to test design features and to the outcomes of learning as well as continuing to explore learner motivation and cultural factors that might encourage participants to react to tests in certain ways, but not in others. Washback research itself is seen to be a potentially valuable tool in persuading participants to adopt new practices.
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oai:uobrep.openrepository.com:10547/3381202017-10-31T13:33:54Zcom_10547_221318col_10547_221333
Green, Anthony
0000-0003-4893-1798
600
Westbrook, C.
Burenina, N.
University of Bedfordshire
2015-01-12T12:30:02Z
2015-01-12T12:30:02Z
2014
Green, A., Westbrook, C., Burenina, N. (eds.) (2014) 'Course handbook for promoting sustainable excellence in English language testing and assessment'. Moscow:Cambridge University Press
http://hdl.handle.net/10547/338120
en
Cambridge University Press
Course handbook for promoting sustainable excellence in English language testing and assessment
Book
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oai:uobrep.openrepository.com:10547/3380182018-06-19T10:00:02Zcom_10547_221318col_10547_221333
Inoue, Chihiro
0000-0003-1927-6923
600
2015-01-12T12:34:08Z
2015-01-12T12:34:08Z
2013
Inoue, C. (2013) 'Task equivalence in speaking tests: investigating the difficulty of two spoken narrative tasks'. Linguistic Insight Series vol. 172. Bern: Peter Lang.
9783034314176
9783035105643
http://hdl.handle.net/10547/338018
en
Peter Lang
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=75033&cid=693
Task equivalence in speaking tests: investigating the difficulty of two spoken narrative tasks
Book
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/3380162020-04-23T07:32:35Zcom_10547_221318col_10547_221333
Nitta, Ryo
effea9d6d3707fe2b3ab7cee121c3b62
-1
Nakatsuhara, Fumiyo
3f8f9b9321a71142b2cb3c9cfbdb0f77
600
Nagoya Gakuin University
University of Bedfordshire
2015-01-12T12:06:54Z
2015-01-12T12:06:54Z
2014-01
Nitta, R. and Nakatsuhara, F. (2014) 'A multifaceted approach to investigating pre-task planning effects on paired oral test performance' Language Testing. 31 (2) pp147-175
0265-5322
1477-0946
10.1177/0265532213514401
http://hdl.handle.net/10547/338016
Language Testing
Despite the growing popularity of paired format speaking assessments, the effects of pre-task planning time on performance in these formats are not yet well understood. For example, some studies have revealed the benefits of planning but others have not. Using a multifaceted approach including analysis of the process of speaking performance, the aim of this paper is to investigate the effect of pre-task planning in a paired format. Data were collected from 32 students who carried out two decision-making tasks in pairs, under planned and unplanned conditions. The study used analyses of rating scores, discourse analytic measures, and conversation analysis (CA) of test-taker discourse to gain insight into co-constructing processes. A post-test questionnaire was also administered to understand the participants’ perceptions toward planned and unplanned interactions. The results from rating scores and discourse analytic measures revealed that planning had limited effect on performance, and analysis of the questionnaires did not indicate clear differences between the two conditions. CA, however, identified the possibility of a contrastive mode of discourse under the two planning conditions, raising concerns that planning might actually deprive test-takers of the chance to demonstrate their abilities to interact collaboratively.
This study was supported by the Ministry of Education, Culture, Sports, Science and Technology, Japan [grant no. 21720207]
en
SAGE
http://ltj.sagepub.com/cgi/doi/10.1177/0265532213514401
Archived with thanks to Language Testing
http://creativecommons.org/licenses/by-nc-nd/4.0/
co-construction
conversation analysis
interactional competence
paired oral tests
pre-task planning
task-based language teaching
speaking assessment
speaking
A multifaceted approach to investigating pre-task planning effects on paired oral test performance
Article
Despite the growing popularity of paired format speaking assessments, the effects of pre-task planning time on performance in these formats are not yet well understood. For example, some studies have revealed the benefits of planning but others have not. Using a multifaceted approach including analysis of the process of speaking performance, the aim of this paper is to investigate the effect of pre-task planning in a paired format. Data were collected from 32 students who carried out two decision-making tasks in pairs, under planned and unplanned conditions. The study used analyses of rating scores, discourse analytic measures, and conversation analysis (CA) of test-taker discourse to gain insight into co-constructing processes. A post-test questionnaire was also administered to understand the participants’ perceptions toward planned and unplanned interactions. The results from rating scores and discourse analytic measures revealed that planning had limited effect on performance, and analysis of the questionnaires did not indicate clear differences between the two conditions. CA, however, identified the possibility of a contrastive mode of discourse under the two planning conditions, raising concerns that planning might actually deprive test-takers of the chance to demonstrate their abilities to interact collaboratively.
LICENSE
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oai:uobrep.openrepository.com:10547/3381152020-04-23T07:32:01Zcom_10547_221318col_10547_221333
Taylor, Lynda
e5cbe0ea62cf1e82dbb6558348ae4c68
600
University of Bedfordshire
2015-01-12T12:09:39Z
2015-01-12T12:09:39Z
2013-07
Taylor, L., (2013) 'Communicating the theory, practice and principles of language testing to test stakeholders: some reflections'. Language Testing 30 (3) pp 403-412.
0265-5322
1477-0946
10.1177/0265532213480338
http://hdl.handle.net/10547/338115
Language Testing
The 33rd Language Testing Research Colloquium (LTRC), held in June 2011 in Ann Arbor, Michigan, included a conference symposium on the topic of assessment literacy. This event brought together a group of four presenters from different parts of the world, each of whom reported on their recent research in this area. Presentations were followed by a discussant slot that highlighted some thematic threads from across the papers and raised various questions for the professional language testing community to consider together. One point upon which there was general consensus during the discussion was the need for more research to be undertaken and published in this complex and challenging area. It is particularly encouraging, therefore, to see a coherent set of studies on assessment literacy brought together in this special issue of Language Testing and it will undoubtedly make an important contribution to the steadily growing body of literature on this topic, particularly as it concerns the testing of languages. This brief commentary revisits some of the themes originally raised during the LTRC 2011 symposium, considers how these have been explored or developed through the papers in this special issue and reflects on some future directions for our thinking and activity in this important area.
en
SAGE
http://ltj.sagepub.com/cgi/doi/10.1177/0265532213480338
Archived with thanks to Language Testing
assessment literacy
language assessment literacy
test stakeholders
Communicating the theory, practice and principles of language testing to test stakeholders: some reflections
Article
The 33rd Language Testing Research Colloquium (LTRC), held in June 2011 in Ann Arbor, Michigan, included a conference symposium on the topic of assessment literacy.
This event brought together a group of four presenters from different parts of the world, each of whom reported on their recent research in this area. Presentations were followed by a discussant slot that highlighted some thematic threads from across the papers and raised various questions for the
professional language testing community to consider together. One point upon which there was general consensus during the discussion was the need for more research to be undertaken and published in this complex and challenging area. It is particularly encouraging, therefore, to see a coherent set of studies on assessment literacy brought together in this special issue of Language Testing and it will undoubtedly make an important contribution to the steadily growing body of
literature on this topic, particularly as it concerns the testing of languages. This brief commentary revisits some of the themes originally raised during the LTRC 2011 symposium, considers how these have been explored or developed through the papers in this special issue and reflects on some future directions for our thinking and activity in this important area.
LICENSE
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2020-04-23 07:32:01.359
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3381172020-04-23T07:32:28Zcom_10547_221318col_10547_221333
Weir, Cyril J.
7d897c1af2970a05641c87779d8633e9
-1
2015-01-12T12:21:50Z
2015-01-12T12:21:50Z
2013-02
Weir, C. J. (2013) 'Measured constructs: A history of Cambridge English language examinations 1913 - 2012', Research Notes 51 pp2-10.
1756-509X
http://hdl.handle.net/10547/338117
Research Notes
In recent years assessment issues have assumed increased importance in the economic, educational and socio-political affairs of society. Spolsky (2008:297) argues that ‘testing has become big business’, and Shohamy (2008:xiv) points to ‘the societal role that language tests perform, the power that they hold, and their central functions in education, politics and society’. A significant role for testing language proficiency can be seen inter alia in migration and citizenship policy and practice, the professional registration of those involved in the provision of health care, appointment and promotion in business, industry and commerce, the certification of air traffic and maritime personnel, and entry to tertiary level education. Such uses testify to the critical function that language assessment now fulfils in contemporary society.
en
Cambridge ESOL
http://www.cambridgeenglish.org/images/130828-research-notes-51-document.pdf
Cambridge English language examinations
English language assessment
English language testing
Measured constructs: a history of Cambridge English language examinations 1913 - 2012
Article
In recent years assessment issues have assumed increased
importance in the economic, educational and socio-political
affairs of society. Spolsky (2008:297) argues that ‘testing
has become big business’, and Shohamy (2008:xiv) points to ‘the societal role that language tests perform, the power that they hold, and their central functions in education, politics and society’. A significant role for testing language proficiency can be seen inter alia in migration and citizenship policy and practice, the professional registration of those involved in the provision of health care, appointment and promotion in business, industry and commerce, the certification of air traffic and maritime personnel, and entry to tertiary level education.
Such uses testify to the critical function that language
assessment now fulfils in contemporary society.
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2020-04-23 07:32:28.76
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3381162019-11-01T09:51:57Zcom_10547_221318col_10547_221333
Nakatsuhara, Fumiyo
0000-0002-0429-7417
600
University of Bedfordshire
2015-01-12T12:17:46Z
2015-01-12T12:17:46Z
2013
Nakatsuhara, F. (2013) 'Can-do statements in reference level descriptions and the socio-cognitive framework for test validation'. Assessment and Evaluation in Language Education, vol 3: 44-53. (written in Japanese)
http://hdl.handle.net/10547/338116
Assessment and Evaluation in Language Education
ja
Japan Foundation
Can-do statements in reference level descriptions and the socio-cognitive framework for test validation
Article
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2019-11-01 09:51:57.646
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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Bax, Stephen
University of Bedfordshire
2015-01-12T12:24:33Z
2015-01-12T12:24:33Z
2013-07
Bax, S. (2013) 'Researching Intertextual Reading'. Oxford: Peter Lang.
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http://hdl.handle.net/10547/338017
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Peter Lang
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62653
Researching intertextual reading
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University of Bedfordshire Repository
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Green, Anthony
0000-0003-4893-1798
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University of Bedfordshire
2015-01-12T12:26:41Z
2015-01-12T12:26:41Z
2013
Green, A. (2013) 'Exploring language assessment and testing'. Abingdon, Oxon: Routledge.
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Routledge
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University of Bedfordshire Repository
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Hawkey, Roger
Milanovic, Michael
2015-01-12T12:31:39Z
2015-01-12T12:31:39Z
2013-03
Hawkey, R. A. and Milanovic, M. (2013) 'Cambridge English Exams – The first hundred years: A history of English Language Assessment from the University of Cambridge, 1913-2013', Studies in Language Testing series 38, Cambridge: UCLES/Cambridge University Press.
1107634733
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en
Cambridge University Press
http://www.cambridge.org/gb/cambridgeenglish/professional-development/cambridge-english-exams-first-hundred-years/cambridge-english-exams-first-hundred-years-a-history-english-language-assessment-university-cambridge-19132013-paperback
Cambridge English Exams – the first hundred years: a history of English language assessment from the University of Cambridge, 1913-2013
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University of Bedfordshire Repository
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Nakatsuhara, Fumiyo
0000-0002-0429-7417
600
University of Bedfordshire
2015-01-12T12:36:04Z
2015-01-12T12:36:04Z
2013
Nakatsuhara, F. (2013) 'The co-construction of conversation in group oral tests'. Language Testing and Evaluation Series, Frankfurt am Main: Peter Lang.
9783631601099
9783653035841
http://hdl.handle.net/10547/338019
en
Peter Lang
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=53167
The co-construction of conversation in group oral tests
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3382062020-04-23T07:40:47Zcom_10547_221318col_10547_221333
Taylor, Lynda
e5cbe0ea62cf1e82dbb6558348ae4c68
600
2015-01-14T11:59:10Z
2015-01-14T11:59:10Z
2013
Taylor, L. (2013) 'Testing reading through summary: investigating summary completion tasks for assessing reading comprehension ability.' Studies in Language Testing (39) Cambridge: UCLES/Cambridge University Press.
9781107695702
http://hdl.handle.net/10547/338206
Studies in Language Testing
This volume reports on a series of empirical studies that investigated the development and trialling of text-removed summary completion tasks and discusses the correlation of these tasks with results from independent measures to validate text-removed summary completion as a measure of reading comprehension ability. Findings from the empirical research reported in the volume suggest it is possible to develop a satisfactory summary of a text which will be consistent with most readers’ mental representation if their reading of the text is adequately contextualised within some purposeful activity. The conversion of the summary into a text-removed summary completion task provides a means of reconciling more closely the practice of assessing reading comprehension ability with current theory about the nature of comprehension.
en
Cambridge University Press
http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/testing-reading-through-summary
Testing reading through summary: investigating summary completion tasks for assessing reading comprehension ability
Book
This volume reports on a series of empirical studies that investigated the development and trialling of text-removed summary completion tasks and discusses the correlation of these tasks with results from independent measures to validate text-removed summary completion as a measure of reading comprehension ability. Findings from the empirical research reported in the volume suggest it is possible to develop a satisfactory summary of a text which will be consistent with most readers’ mental representation if their reading of the text is adequately contextualised within some purposeful activity. The conversion of the summary into a text-removed summary completion task provides a means of reconciling more closely the practice of assessing reading comprehension ability with current theory about the nature of comprehension.
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/338206/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
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10547/338206
oai:uobrep.openrepository.com:10547/338206
2020-04-23 07:40:47.114
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3382072018-11-30T11:32:35Zcom_10547_221318col_10547_221333
Geranpayeh, Ardeshir
Taylor, Lynda
0000-0003-1366-0254
600
2015-01-14T12:00:23Z
2015-01-14T12:00:23Z
2013
Geranpayeh, A and Taylor, L (eds) (2013) 'Examining listening: research and practice in assessing second language listening.' Studies in Language Testing (35) Cambridge: UCLES/Cambridge University Press.
9781107602632
http://hdl.handle.net/10547/338207
Studies in Language Testing
This volume examines the nature of second language listening proficiency and how it can be assessed. The book highlights the need for test developers to provide a clear explication of the ability constructs which underpin the tests they offer in the public domain. This is increasingly necessary if claims about the validity of test score interpretation and use are to be supported both logically and with empirical evidence. It operationalises a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components, examining and then analysing Cambridge ESOL listening tasks from the following perspectives: Test Taker; Cognitive Validity; Context Validity; Scoring Validity; Criterion-related Validity; and Consequential Validity.
en
Cambridge University Press
http://www.cambridge.org/co/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/examining-listening-research-and-practice-assessing-second-language-listening
Examining listening: research and practice in assessing second language listening
Book
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/338207/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
MD5
1
false
10547/338207
oai:uobrep.openrepository.com:10547/338207
2018-11-30 11:32:35.539
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3382482020-04-23T07:32:22Zcom_10547_221318col_10547_221333
Green, Anthony
7a6fb811203bf3792459b3f0cbacecc1
600
2015-01-14T13:14:44Z
2015-01-14T13:14:44Z
2013
Green, A.B. (2013) 'Adapting or developing source material for listening and reading tests.' In A. J. Kunnan (ed). 'The Companion to Language Assessment: Volume II', Wiley-Blackwell. Chapter 50 pp. 830-846.
9780470655337
http://hdl.handle.net/10547/338248
The ability to understand spoken or written language cannot be observed directly but must be inferred. In tests of reading and listening, test takers are given input in the form of texts or recordings of spoken language and are asked to perform tasks as evidence of their comprehension. This chapter traces how the choice of texts or recordings for use in such tests has been shaped by trends in language education. The last century saw a decisive movement away from translation and reading aloud toward the use of comprehension questions as evidence of understanding. Considerations in selecting and preparing material are outlined. Methods that have been used by developers to gauge the difficulty of texts and recordings are described. The role of item writers in shaping or adapting material for use in tests is discussed, and predictions are made about future developments, including a growing role for technology in the selection of material.
en
Wiley Blackwell
http://onlinelibrary.wiley.com/doi/10.1002/9781118411360.wbcla087/abstract
assessment evaluation
assessment methods
listening
reading
language testing
language assessment
reading
listening
Adapting or developing source material for listening and reading tests
Book chapter
The ability to understand spoken or written language cannot be observed directly but must be inferred. In tests of reading and listening, test takers are given input in the form of texts or recordings of spoken language and are asked to perform tasks as evidence of their comprehension. This chapter traces how the choice of texts or recordings for use in such tests has been shaped by trends in language education. The last century saw a decisive movement away from translation and reading aloud toward the use of comprehension questions as evidence of understanding. Considerations in selecting and preparing material are outlined. Methods that have been used by developers to gauge the difficulty of texts and recordings are described. The role of item writers in shaping or adapting material for use in tests is discussed, and predictions are made about future developments, including a growing role for technology in the selection of material.
LICENSE
license.txt
license.txt
text/plain
1691
https://uobrep.openrepository.com/bitstream/10547/338248/1/license.txt
b79a1529374c8d02a5b1f30b27d2425e
MD5
1
false
10547/338248
oai:uobrep.openrepository.com:10547/338248
2020-04-23 07:32:22.931
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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Field, John
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Field, J. (2013) 'Cognitive validity.' In Geranpayeh, A. and Taylor, L. (eds) (2013) 'Examining Listening: Research and Practice in Assessing Second Language Listening', Studies in Language Testing 35, Cambridge: UCLES/Cambridge University Press.
9781107602632
http://hdl.handle.net/10547/338249
en
http://www.cambridge.org/co/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/examining-listening-research-and-practice-assessing-second-language-listening
Cognitive validity
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Field, John
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Field, J. (2013) 'Myth: pronunciation teaching needs to fix in the minds of learners a set of distinct consonant and vowel sounds.' In L. Grant (ed.) 'Pronunciation Myths'. Ann Arbor: University of Michigan Press.
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University of Michigan Press
http://www.press.umich.edu/4584330/pronunciation_myths
Myth: pronunciation teaching needs to fix in the minds of learners a set of distinct consonant and vowel sounds.
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Field, John
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Field, J. (2014) 'Cognitive processing and foreign language use.' In P. Driscoll, E. Macaro and A. Swarbrick (eds.) 'Debates in Modern Languages Education'. Abingdon: Routledge.
9780415658331
9780415658324
http://hdl.handle.net/10547/338233
en
Routledge
http://www.routledge.com/books/details/9780415658331/
Cognitive processing and foreign language use
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Taylor, Lynda
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Taylor, L. and Khalifa, H. (2013) ‘Assessing Students with Disabilities: Voices from the stakeholder community’. In Tsagari, D. and G. Spanoudis (eds.) 'Assessing L2 students with learning and other disabilities'. Newcastle upon Tyne: Cambridge Scholars Press.
9781443851367
1443851361
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Cambridge Scholars Press
Assessing students with disabilities: voices from the stakeholder community
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oai:uobrep.openrepository.com:10547/3382362015-01-14T14:17:44Zcom_10547_221318col_10547_221333
Weir, Cyril J.
University of Bedfordshire
2015-01-14T14:17:44Z
2015-01-14T14:17:44Z
2013
Weir, C.J. (2013) 'The measurement of reading ability 1913-2012' in Weir, C.J., Vidakovic, I.,and Galaczi, E. (2013) 'Measured constructs: a history of the constructs underlying Cambridge English language (ESOL) examinations 1913-2012': Studies in Language Testing 37. Cambridge: UCLES/Cambridge University Press.
9781107677692
http://hdl.handle.net/10547/338236
en
Cambridge University Press
http://www.cambridge.org/fk/cambridgeenglish/catalog/teacher-training-development-and-research/measured-constructs/measured-constructs-a-history-cambridge-english-examinations-19132012-paperback?isbn=9781107677692&format=PB
The measurement of reading ability 1913-2012
Book chapter
LICENSE
license.txt
license.txt
text/plain
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3382502019-10-03T12:35:15Zcom_10547_221318col_10547_221333
Weir, Cyril J.
Vidakovic, Ivana
Galaczi, Evelina D.
0000-0001-8269-8462
600
2015-01-14T13:16:42Z
2015-01-14T13:16:42Z
2013
Weir, C. J., Vidakovic, I., Galaczi, D. E. (2013) 'Measured Constructs: A History of Cambridge English Examinations, 1913-2012' Studies in Language Testing (37) Cambridge: UCLES/Cambridge University Press.
9781107677692
http://hdl.handle.net/10547/338250
Studies in Language Testing
This volume establishes the salient conceptualizations of language constructs with reference to the development of language pedagogy and applied linguistics in the UK over the period 1913 to 2012 and compares these with the constructs underlying the tasks employed in English language testing by a leading UK examining board over the same period. It documents for the first time the historical development of our understanding of the English language construct and shows how English language testing in this period has been shaped by socio-economic considerations, language teaching as well as by socio-cognitive theoretical advances in applied linguistics.
en
Cambridge University Press
http://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/measured-constructs/measured-constructs-a-history-cambridge-english-examinations-19132012-paperback
Measured constructs: a history of Cambridge English Examinations, 1913-2012
Book
LICENSE
license.txt
license.txt
text/plain
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3382342020-04-23T07:40:46Zcom_10547_221318col_10547_221333
Taylor, Lynda
e5cbe0ea62cf1e82dbb6558348ae4c68
600
Pill, John
5aa76f463d42d877d6b35a5265c0f4d0
-1
University of Bedfordshire
University of Melbourne
2015-01-14T14:02:54Z
2015-01-14T14:02:54Z
2013-11
Taylor, L and Pill, J (2013) 'Assessing health professionals.' In A. J. Kunnan A. (ed) 'The Companion to Language Assessment' Wiley-Blackwell.
10.1002/9781118411360.wbcla137
http://hdl.handle.net/10547/338234
Language tests are used in the evaluation of migrating health professionals’ readiness to practise safely and effectively. Such assessment is complex, involving policy and practice alongside questions of a moral and ethical nature. The chapter focuses on English language assessment of doctors—referred to as international medical graduates (IMGs)—to exemplify issues arising for all health professionals in any language. The initial section describes differing approaches to language assessment used in various jurisdictions internationally: the UK, Australia, and the USA. The next section links this assessment policy and practice to theoretical insights and research findings. It considers the scope of language proficiency and of what is testable in specific purpose language (LSP) tests, and describes the increased recognition in health-care contexts of the importance of effective communication for patient safety and positive clinical outcomes. Studies of the development of language tests for health professionals are cited to highlight the importance of collaboration between domain experts and test designers regarding test content, task format, and rating criteria. There is only limited evidence that LSP tests are better predictors than general purpose language tests of test takers’ ability to perform in a particular context; however, it is similarly uncertain whether general purpose tests are sufficient for such sensitive contexts as those in health care. The following section presents challenges and issues for LSP assessment for health professionals from three theoretical perspectives: authenticity, specificity, and inseparability; it also considers practical and policy constraints. The final section indicates further directions for research and wider ethical issues inherent in the global migration of health professionals.
en
Wiley
http://onlinelibrary.wiley.com/doi/10.1002/9781118411360.wbcla137/abstract
emigration
globalization
immigration
language for specific purposes
language assessment
language testing
Assessing health professionals
Book chapter
Language tests are used in the evaluation of migrating health professionals’ readiness to practise safely and effectively. Such assessment is complex, involving policy and practice alongside questions of a moral and ethical nature. The chapter focuses on English language assessment of doctors—referred to as international medical graduates (IMGs)—to exemplify issues arising for all health professionals in any language. The initial section describes differing approaches to language assessment used in various jurisdictions internationally: the UK, Australia, and the USA. The next section links this assessment policy and practice to theoretical insights and research findings. It considers the scope of language proficiency and of what is testable in specific purpose language (LSP) tests, and describes the increased recognition in health-care contexts of the importance of effective communication for patient safety and positive clinical outcomes. Studies of the development of language tests for health professionals are cited to highlight the importance of collaboration between domain experts and test designers regarding test content, task format, and rating criteria. There is only limited evidence that LSP tests are better predictors than general purpose language tests of test takers’ ability to perform in a particular context; however, it is similarly uncertain whether general purpose tests are sufficient for such sensitive contexts as those in health care. The following section presents challenges and issues for LSP assessment for health professionals from three theoretical perspectives: authenticity, specificity, and inseparability; it also considers practical and policy constraints. The final section indicates further directions for research and wider ethical issues inherent in the global migration of health professionals.
LICENSE
license.txt
license.txt
text/plain
1691
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2020-04-23 07:40:46.395
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3382352018-11-30T11:34:41Zcom_10547_221318col_10547_221333
Taylor, Lynda
0000-0003-1366-0254
600
2015-01-14T14:07:12Z
2015-01-14T14:07:12Z
2013-05
Taylor, L. (2013) 'Introduction'. In Geranpayeh, A. and Taylor, L., 'Examining listening: research and practice in assessing second language listening', Studies in Language Testing (35), Cambridge: UCLES/Cambridge University Press.
9781107602632
http://hdl.handle.net/10547/338235
en
Cambridge University Press
http://www.cambridge.org/co/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/examining-listening-research-and-practice-assessing-second-language-listening?isbn=9781107602632&format=PB
Introduction
Book chapter
LICENSE
license.txt
license.txt
text/plain
1691
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oai:uobrep.openrepository.com:10547/338235
2018-11-30 11:34:41.018
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3382562018-11-30T11:31:45Zcom_10547_221318col_10547_221333
Taylor, Lynda
0000-0003-1366-0254
600
Geranpayeh, Ardeshir
2015-01-14T14:21:30Z
2015-01-14T14:21:30Z
2013
Taylor, L and Garanpayeh, A. (2013) 'Conclusions and recommendations'. In Geranpayeh, A and Taylor, L (2013) 'Examining listening: research and practice in assessing second language listening', Studies in Language Testing 35, Cambridge: UCLES/Cambridge University Press.
http://hdl.handle.net/10547/338256
Studies in Language Testing
en
Cambridge University Press
http://www.cambridge.org/co/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/examining-listening-research-and-practice-assessing-second-language-listening?isbn=9781107602632&format=PB
Conclusions and recommendations
Book chapter
LICENSE
license.txt
license.txt
text/plain
1691
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oai:uobrep.openrepository.com:10547/338256
2018-11-30 11:31:45.222
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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