2024-03-28T11:49:24Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2337312020-04-23T07:28:23Zcom_10547_221318col_10547_221333
Inter-interviewer variation in oral interview tests
Nakatsuhara, Fumiyo
University of Bedfordshire
inter-interviewer
oral interview
interview tests
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.
2012-07-13T15:17:59Z
2012-07-13T15:17:59Z
2007-06-04
Article
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
en
http://eltj.oxfordjournals.org/cgi/doi/10.1093/elt/ccm044
Oxford Journals
oai:uobrep.openrepository.com:10547/2245542020-04-23T07:40:46Zcom_10547_221318col_10547_221333
Developing assessment literacy
Taylor, Lynda
University of Bedfordshire
assessment
language testing
language assessment
literacy
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.
2012-05-18T10:36:59Z
2012-05-18T10:36:59Z
2009-06
Article
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
en
http://journals.cambridge.org/abstract_S0267190509090035
Cambridge University Press
oai:uobrep.openrepository.com:10547/2250002019-11-01T09:52:46Zcom_10547_221318col_10547_221333
Effects of test-taker characteristics and the number of participants in group oral tests
Nakatsuhara, Fumiyo
University of Bedfordshire
co-construction
conversational styles
extraversion
group oral tests
group size
oral tests
language testing
language assessment
2012-05-21T14:19:18Z
2012-05-21T14:19:18Z
2011-10
Article
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
oai:uobrep.openrepository.com:10547/2246322020-04-23T07:38:59Zcom_10547_221318col_10547_221333
Examining reading: research and practice in assessing second language reading
Khalifa, Hanan
Weir, Cyril J.
reading
language testing
second language
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.
2012-05-18T13:57:29Z
2012-05-18T13:57:29Z
2009
Book
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
en
Studies in Language Testing
Vol. 29
http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/examining-reading
Cambridge University Press
oai:uobrep.openrepository.com:10547/2246332020-04-23T07:30:21Zcom_10547_221318col_10547_221333
Empiricism versus connoisseurship: establishing the appropriacy of texts in tests of academic reading
Green, Anthony
Unaldi, Aylin
Weir, Cyril J.
University of Bedfordshire
automated text analysis
English for academic purposes
reading
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.
2012-05-18T13:57:53Z
2012-05-18T13:57:53Z
2010-04
Article
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
en
http://ltj.sagepub.com/cgi/doi/10.1177/0265532209349471
Sage Journals
oai:uobrep.openrepository.com:10547/2246522020-04-23T07:40:47Zcom_10547_221318col_10547_221333
IELTS collected papers 2: research in reading and listening assessment
Taylor, Lynda
Weir, Cyril J.
University of Bedfordshire
reading
language assessment
language testing
listening
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.
2012-05-18T13:58:57Z
2012-05-18T13:58:57Z
2012
Book
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
en
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
Cambridge University Press
oai:uobrep.openrepository.com:10547/2250312017-10-31T13:35:18Zcom_10547_221318col_10547_221333
Language functions revisited: theorectical and empirical bases for language construct definition across the ability range
Green, Anthony
University of Bedfordshire
Common European Framework of Reference for Languages
2012-05-21T14:15:42Z
2012-05-21T14:15:42Z
2012-06
Book
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
oai:uobrep.openrepository.com:10547/2249952017-10-31T13:36:58Zcom_10547_221318col_10547_221333
Re-fitting for a different purpose: a case study of item writer practices in adapting source texts for a test of academic reading
Green, Anthony
Hawkey, Roger
University of Bedfordshire
2012-05-21T14:16:31Z
2012-05-21T14:16:31Z
2012-01
Article
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
http://ltj.sagepub.com/cgi/doi/10.1177/0265532211413445
Sage Journals
oai:uobrep.openrepository.com:10547/2249962020-04-23T07:39:04Zcom_10547_221318col_10547_221333
Developing assessment scales for large-scale speaking tests: a multiple-method approach
Galaczi, Evelina D.
ffrench, Angela
Hubbard, Chris
Green, Anthony
University of Cambridge
University of Bedfordshire
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.
2012-05-21T14:16:57Z
2012-05-21T14:16:57Z
2011-08
Article
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
en
http://www.tandfonline.com/doi/abs/10.1080/0969594X.2011.574605
Taylor and Francis
oai:uobrep.openrepository.com:10547/2249972017-10-31T13:37:48Zcom_10547_221318col_10547_221333
A case of testing L2 English reading for class level placement
in: Language testing theories and practices
Green, Anthony
University of Bedfordshire
reading
language testing
language assessment
2012-05-21T14:17:20Z
2012-05-21T14:17:20Z
2011-05
Book chapter
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
oai:uobrep.openrepository.com:10547/2249982015-01-07T13:28:29Zcom_10547_221318col_10547_221333
Researching English bilingual education in Thailand, Indonesia and South Korea
Bax, Stephen
University of Bedfordshire
English language learning
bilingual education
2012-05-21T14:17:54Z
2012-05-21T14:17:54Z
2010
Book
Bax, S. (2010) 'Researching English bilingual education in Thailand, Indonesia and South Korea'. Malaysia: British Council
9780863556456
http://hdl.handle.net/10547/224998
en
http://www.teachingenglish.org.uk/sites/teacheng/files/publication_2_-_researching_english_bilingual_education.pdf
Brtish Council
oai:uobrep.openrepository.com:10547/2249992020-04-23T07:28:37Zcom_10547_221318col_10547_221333
Normalisation revisited: the effective use of technology in language education
Bax, Stephen
University of Bedfordshire
elearning
language learning
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.
2012-05-21T14:18:09Z
2012-05-21T14:18:09Z
2011
Article
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
en
http://www.igi-global.com/article/normalisation-revisited-effective-use-technology/53797
IGI Global
oai:uobrep.openrepository.com:10547/2250012020-01-02T10:39:36Zcom_10547_221318col_10547_221333
Digital education: beyond the 'wow' factor
in: Digital education : opportunities for social collaboration
Bax, Stephen
University of Bedfordshire
elearning
online learning
digital education
2012-05-21T14:19:36Z
2012-05-21T14:19:36Z
2011-02
Book chapter
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
https://link.springer.com/book/10.1057%2F9780230118003
Palgrave MacMillan
oai:uobrep.openrepository.com:10547/2250022015-01-07T13:18:59Zcom_10547_221318col_10547_221333
Magic wand or museum piece? the future of the interactive whiteboard in education
in: Interactive Whiteboards for Education: Theory, Research and Practice
Bax, Stephen
University of Bedfordshire
interactive whiteboard
educational technology
2012-05-21T14:19:51Z
2012-05-21T14:19:51Z
2010
Book chapter
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
oai:uobrep.openrepository.com:10547/2255182020-01-03T11:40:06Zcom_10547_221318col_10547_221333
Listening in the language classroom
Field, John
University of Bedfordshire
2012-05-23T08:54:36Z
2012-05-23T08:54:36Z
2009-01
Book
Field, J. (2009). 'Listening in the Language Classroom'. Cambridge: Cambridge University Press
9780521685702
http://hdl.handle.net/10547/225518
en
Cambridge University Press
oai:uobrep.openrepository.com:10547/2254972020-04-23T07:30:39Zcom_10547_221318col_10547_221333
Bricks or mortar: which parts of the input does a second language listener rely on?
Field, John
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.
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
en
http://onlinelibrary.wiley.com/doi/10.1002/j.1545-7249.2008.tb00139.x/abstract
TESOL
oai:uobrep.openrepository.com:10547/2255172020-04-23T08:39:57Zcom_10547_221318col_10547_221333
Revising segmentation hypotheses in first and second language listening
Field, John
Special issue on L2 listening
2012-05-23T08:54:22Z
2012-05-23T08:54:22Z
2012-05-23
Article
Field J. (2008) 'Revising segmentation hypotheses in first and second language listening' System 36 (1):35
0346-251X
10.1016/j.system.2007.10.003
http://hdl.handle.net/10547/225517
System
en
http://linkinghub.elsevier.com/retrieve/pii/S0346251X07000929
oai:uobrep.openrepository.com:10547/2254982018-11-30T11:33:06Zcom_10547_221318col_10547_221333
Examining speaking: research and practice in assessing second language speaking
Taylor, Lynda
University of Bedfordshire
language assessment
language testing
second language
2012-05-23T09:13:23Z
2012-05-23T09:13:23Z
2011-08
Book
Taylor, L. (2011). Examining Speaking: Research and Practice in Assessing Second Language Speaking. Cambridge: Cambridge University Press
9780521736701
http://hdl.handle.net/10547/225498
en
Cambridge University Press
oai:uobrep.openrepository.com:10547/2255162020-04-23T08:42:53Zcom_10547_221318col_10547_221333
Assessing listening for academic purposes: defining and operationalising the test construct
Taylor, Lynda
Geranpayeh, Ardeshir
listening
language assessment
language testing
academic listening
assessing listening
listening tests
EAP
construct definition
English for academic purposes
2012-05-23T08:54:03Z
2012-05-23T08:54:03Z
2011-06
Article
Assessing listening for academic purposes: Defining and operationalising the test construct 2011, 10 (2):89 Journal of English for Academic Purposes
14751585
10.1016/j.jeap.2011.03.002
http://hdl.handle.net/10547/225516
Journal of English for Academic Purposes
en
http://linkinghub.elsevier.com/retrieve/pii/S147515851100018X
Elsevier
oai:uobrep.openrepository.com:10547/2255192012-07-09T11:11:13Zcom_10547_221318col_10547_221333
Culture and communication
Culturally speaking : culture, communication and politeness theory (2nd ed)
Zegarac, Vladimir
University of Bedfordshire
Intercultural communication
Human relations
Language and culture
2012-05-23T08:54:57Z
2012-05-23T08:54:57Z
2008
Book chapter
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
http://www.continuumbooks.com/books/detail.aspx?BookId=125828&SearchType=Basic
http://library.beds.ac.uk/record=b1466276~S20
Continuum International Publishing Group
oai:uobrep.openrepository.com:10547/2254962020-01-03T11:37:46Zcom_10547_221318col_10547_221333
The cognitive validity of the lecture-based question in the IELTS listening paper
In: IELTS Collected Papers 2: Research in reading and listening assessment
Field, John
University of Bedfordshire
2012-05-23T09:09:14Z
2012-05-23T09:09:14Z
2012
Book chapter
Field, J. (2012). The cognitive validity of the lecture-based question in the IELTS listening paper. In: IELTS Collected Papers 2: Research in reading and listening assessment. Cambridge: Cambridge University Press
9781107602649
http://hdl.handle.net/10547/225496
en
Cambridge University Press
oai:uobrep.openrepository.com:10547/2255222020-01-03T11:39:55Zcom_10547_221318col_10547_221333
Cognitive validity
Examining speaking
Field, John
University of Bedfordshire
2012-05-23T09:12:18Z
2012-05-23T09:12:18Z
2011
Book chapter
Field, J.(2011) Cognitive Validity. In: Taylor,L. Examining Speaking. Cambridge. Cambridge University Press
9780521736701
http://hdl.handle.net/10547/225522
en
Cambridge University Press
oai:uobrep.openrepository.com:10547/2255212018-11-30T11:28:49Zcom_10547_221318col_10547_221333
Accommodation in language testing
In: The Cambridge Guide to second Language Assessment
Taylor, Lynda
University of Bedfordshire
2012-05-23T09:08:14Z
2012-05-23T09:08:14Z
2012-01
Book chapter
Taylor, L. (2012) Accommodation in Language Testing. In: Coombe, C. Davidson, P. O'Sullivan, B. Stoynoff, S. The Cambridge Guide to Second Language Assessment. Cambridge: Cambridge University Press.
9781107677074
http://hdl.handle.net/10547/225521
en
http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9781107677074
Cambridge University Press
oai:uobrep.openrepository.com:10547/2295512015-01-07T13:17:28Zcom_10547_221318col_10547_221333
Discourse and genre: using language in context
Bax, Stephen
University of Bedfordshire
discourse
genre
intertextuality
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.
2012-06-19T08:36:11Z
2012-06-19T08:36:11Z
2011-01
Book
Bax, S. (2011) 'Discourse and genre: using language in context'. Basingstoke [England] ; New York: Palgrave Macmillan
9780230217973
http://hdl.handle.net/10547/229551
en
Palgrave MacMillan
oai:uobrep.openrepository.com:10547/2337002020-04-23T07:28:47Zcom_10547_221318col_10547_221333
The Englishes of English tests: bias revisited
Hamp-Lyons, Liz
Davies, Alan
University of Bedfordshire
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.
2012-07-13T15:05:03Z
2012-07-13T15:05:03Z
2008-02-01
Article
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
http://doi.wiley.com/10.1111/j.1467-971X.2008.00534.x
Blackwell Publishing
oai:uobrep.openrepository.com:10547/2382062018-11-30T11:34:02Zcom_10547_221318col_10547_221333
IELTS research reports Vol.8 -Intoduction
Taylor, Lynda
Introduction. Overview of reports in Volume 8 by Dr Lynda Taylor, IELTS Editor-in-Chief
University of Cambridge ESOL Examinations
2012-08-13T09:42:02Z
2012-08-13T09:42:02Z
2008
Book chapter
Taylor, L., Introduction. IELTS Research Reports, 2008, Volume 8: 1-10 British Council/IDP Education Australia, Canberra
http://hdl.handle.net/10547/238206
en
http://www.ielts.org/researchers/research/volume_8.aspx
oai:uobrep.openrepository.com:10547/2382072020-04-23T07:28:49Zcom_10547_221318col_10547_221333
A cognitive processing approach towards defining reading comprehension
Weir, Cyril J.
Khalifa, Hanan
University of Bedfordshire
cognitive processing
cognitive linguistics
reading comprehension
reading tests
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.
2012-08-13T09:42:34Z
2012-08-13T09:42:34Z
2008-02
Article
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
en
http://www.cambridgeenglish.org/images/23150-research-notes-31.pdf
University of Cambridge
oai:uobrep.openrepository.com:10547/2382222012-08-13T10:41:48Zcom_10547_221318col_10547_221333
Applying a cognitive processing model to Main Suite Reading papers.
Weir, Cyril J.
Khalifa, Hanan
2012-08-13T09:41:48Z
2012-08-13T09:41:48Z
2008-02
Article
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
1756-509x
http://hdl.handle.net/10547/238222
Cambridge ESOL: Research Notes
en
http://research.cambridgeesol.org/research-notes/issue-31-february-2008
University of Cambridge
oai:uobrep.openrepository.com:10547/2382092018-11-30T11:36:10Zcom_10547_221318col_10547_221333
Multilingualism and assessment: achieving transparency, assuring quality, sustaining diversity - Proceedings of the ALTE Berlin Conference May 2005 (Studies in Language Testing)
Weir, Cyril J.
Taylor, Lynda
multilingualism
language testing
Edited book
2012-08-13T09:43:32Z
2012-08-13T09:43:32Z
2008
Book
Taylor, L. and Weir, C.J. (eds.) (2008) Multilingualism and Assessment: Achieving Transparency, Assuring Quality, Sustaining Diversity - Proceedings of the ALTE Berlin Conference May 2005, Studies in Language Testing (27). Cambridge University press
9780521711920
http://hdl.handle.net/10547/238209
en
http://assets.cambridge.org/97805217/11920/frontmatter/9780521711920_frontmatter.pdf
Cambridge University Press
oai:uobrep.openrepository.com:10547/2383512019-10-03T12:35:40Zcom_10547_221318col_10547_221333
Scoring validity
Taylor, Lynda
Galaczi, Evelina D.
2012-08-14T07:06:56Z
2012-08-14T07:06:56Z
2011
Book chapter
Taylor, L. and Galaczi, E. (2011) “Scoring 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, 171-233
978-0-521-73670-1
http://hdl.handle.net/10547/238351
en
http://research.cambridgeesol.org/research-collaboration/silt
http://www.amazon.co.uk/Examining-Speaking-Research-Practice-Assessing/dp/0521736706
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382232018-11-30T11:35:57Zcom_10547_221318col_10547_221333
Language testing matters: investigating the wider social and educational impact of assessment - Proceedings of the ALTE Cambridge Conference April 2008 (Studies in Language Testing )
Weir, Cyril J.
Taylor, Lynda
Edited book
2012-08-13T09:43:15Z
2012-08-13T09:43:15Z
2009
Book
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
9780521163910
http://hdl.handle.net/10547/238223
en
http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9780521163910
Cambridge University Press
oai:uobrep.openrepository.com:10547/2383522012-08-14T08:07:28Zcom_10547_221318col_10547_221333
Consequential validity
Hawkey, Roger
2012-08-14T07:07:27Z
2012-08-14T07:07:27Z
2011
Book chapter
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
978-0-521-73670-1
http://hdl.handle.net/10547/238352
en
http://www.amazon.co.uk/Examining-Speaking-Research-Practice-Assessing/dp/0521736706
http://assets.cambridge.org/97805217/36701/toc/9780521736701_toc.pdf
Cambridge University Press
oai:uobrep.openrepository.com:10547/2383712018-11-30T11:34:56Zcom_10547_221318col_10547_221333
Introduction. IELTS research reports
Taylor, Lynda
INTRODUCTION
Overview of reports in Volume 11 by Dr Lynda Taylor, IELTS Editor-in-Chief
University of Cambridge ESOL Examinations
2012-08-14T07:07:45Z
2012-08-14T07:07:45Z
2012
Article
Taylor, L. (2011) Introduction. IELTS Research Reports, Volume 11. British Council/IDP Education Australia, Canberra, 1-14
OCLC 793658473
http://hdl.handle.net/10547/238371
IELTS Reserach Reports
en
http://www.ielts.org/researchers/research/volume_11.aspx
British Council/IDP Education Australia
oai:uobrep.openrepository.com:10547/2383722019-11-01T09:53:32Zcom_10547_221318col_10547_221333
Quantifying conversational styles in group oral test discourse
O'Sullivan, Barry
Nakatsuhara, Fumiyo
2012-08-14T07:08:05Z
2012-08-14T07:08:05Z
2011
Book chapter
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.
9780230230620
9780230230637
http://hdl.handle.net/10547/238372
en
http://www.palgrave.com/products/title.aspx?pid=358329
Palgrave MacMillan
oai:uobrep.openrepository.com:10547/2383532016-11-29T11:47:56Zcom_10547_221318col_10547_221333
Test development and validation
Weir, Cyril J.
O'Sullivan, Barry
2012-08-14T07:08:19Z
2012-08-14T07:08:19Z
2011
Book chapter
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
9780230230620
9780230230637
http://hdl.handle.net/10547/238353
en
http://www.palgrave.com/products/title.aspx?pid=358329
Palgrave MacMillan
oai:uobrep.openrepository.com:10547/2383552017-12-05T12:36:11Zcom_10547_221318col_10547_221333
English for academic purposes
Hamp-Lyons, Liz
academic English
2012-08-14T07:09:25Z
2012-08-14T07:09:25Z
2011
Book chapter
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
9780415998727
9780415998710
9780203836507
http://hdl.handle.net/10547/238355
en
http://www.routledge.com/books/details/9780415998727/
Taylor & Francis (Routledge)
oai:uobrep.openrepository.com:10547/2383762012-08-15T17:07:14Zcom_10547_221318col_10547_221333
CALL: past, present and future
Bax, Stephen
computer assisted language learning
language learning
2012-08-14T07:10:22Z
2012-08-14T07:10:22Z
2009-05
Book chapter
Bax, S. (2009) CALL: Past, Present and Future in Howard, P. (2009) (ed.) Computer Assisted Language Learning: Critical Concepts in Linguistics, Routledge, 117-133
9780415465397
http://hdl.handle.net/10547/238376
en
http://www.routledge.com/books/details/9780415465397/
http://www.amazon.co.uk/Computer-Assisted-Language-Learning-Critical-Linguistics/dp/0415465397
Taylor & Francis (Routledge)
oai:uobrep.openrepository.com:10547/2383572016-03-10T12:15:49Zcom_10547_221318col_10547_221333
Generating and evaluating reflection through teaching practice
Bax, Stephen
Cullen, Richard
reflective practice
teaching
2012-08-14T07:10:34Z
2012-08-14T07:10:34Z
2009-08
Book chapter
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
0415299438
9780415299435
http://hdl.handle.net/10547/238357
en
http://www.abebooks.com/9780415299435/English-Language-Teaching-Major-Themes-0415299438/plp
http://www.routledge.com/books/details/9780415299435/
Routledge
oai:uobrep.openrepository.com:10547/2382042017-10-31T13:40:03Zcom_10547_221318col_10547_221333
Understanding Chinese students' motivational change during the transition to UK higher education
Green, Anthony
Zhang, Qian
cultural issues
learner cognition
international students
higher education
Paper in conference proceedings
2012-08-13T09:40:46Z
2012-08-13T09:40:46Z
2009
Conference papers, meetings and proceedings
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.
9877560091716
http://hdl.handle.net/10547/238204
en
http://www.teachingenglish.org.uk/biblio/understanding-chinese-students-motivational-change-during-transition-uk-higher-education
Beijing: Foreign Language Teaching and Research Press
oai:uobrep.openrepository.com:10547/2383772017-12-05T12:38:32Zcom_10547_221318col_10547_221333
The Hong Kong Certificate of Education: school-based assessment reform in Hong Kong English language education
Davison, Chris
Hamp-Lyons, Liz
Hong Kong Certificate of Education
English language assessment
English language testing
2012-08-14T07:10:51Z
2012-08-14T07:10:51Z
2009-09
Book chapter
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
9780415504782
9780415994477
9780203873045
http://hdl.handle.net/10547/238377
en
http://www.routledge.com/books/details/9780415994477/
Routledge
oai:uobrep.openrepository.com:10547/2383732019-11-01T09:53:09Zcom_10547_221318col_10547_221333
The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking Test
Nakatsuhara, Fumiyo
University of Bedfordshire
IELTS Speaking Test
language assessment
language testing
listening
speaking
2012-08-14T07:08:52Z
2012-08-14T07:08:52Z
2011
Book chapter
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
9780977587582
0977587584
OCLC 793658474
http://hdl.handle.net/10547/238373
en
http://www.ielts.org/PDF/vol12_report_4.pdf
http://www.worldcat.org/title/ielts-research-reports-2011-volume-12/oclc/793658474&referer=brief_results
IELTS Australia
oai:uobrep.openrepository.com:10547/2383742020-01-03T11:39:43Zcom_10547_221318col_10547_221333
Psycholinguistics
Field, John
psycholinguistics
2012-08-14T07:09:11Z
2012-08-14T07:09:11Z
2011-03
Book chapter
Field, J. (2011) “Psycholinguistics” in Simpson, J. (ed.) Routledge Handbook of Applied Linguistics, Routledge, 472-486
9780415490672
9780203835654
http://hdl.handle.net/10547/238374
en
http://www.routledge.com/books/details/9780415490672/
http://www.amazon.co.uk/Routledge-Handbook-Applied-Linguistics-Handbooks/dp/0415490677
Routledge
oai:uobrep.openrepository.com:10547/2383752017-12-05T12:35:51Zcom_10547_221318col_10547_221333
Linking writing and speaking in English as a Second Language assessment
Hamp-Lyons, Liz
English as a Second Language
language testing
language assessment
writing
spoken language
oral language
2012-08-14T07:09:53Z
2012-08-14T07:09:53Z
2012-03
Book chapter
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
1612890873
9781612890876
http://hdl.handle.net/10547/238375
en
http://www.hamptonpress.com/Merchant2/merchant.mvc?Screen=PROD&Product_Code=978-1-61289-087-6
http://www.amazon.co.uk/Writing-Assessment-21st-Century-Essays/dp/1612890873/ref=sr_1_1?ie=UTF8&qid=1340369874&sr=8-1
Hampton Press
oai:uobrep.openrepository.com:10547/2383562017-12-05T12:35:59Zcom_10547_221318col_10547_221333
Interactive assessment: a dialogic and collaborative approach to assessing learners’ oral language
Hamp-Lyons, Liz
Tavares, Nicole
language assessment
interactive assessment
oral language
spoken language
2012-08-14T07:10:06Z
2012-08-14T07:10:06Z
2011
Book chapter
Hamp-Lyons, L. and Tavares, N. (2011) Interactive assessment: A Dialogic and Collaborative Approach to Assessing Learners’ Oral Language in Tsagari, D. and Csepes, I. (eds.) Classroom-based language assessment, Peter Lang, 29-46
9783631606438
http://hdl.handle.net/10547/238356
en
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=59503&cid=448
Peter Lang
oai:uobrep.openrepository.com:10547/2383582017-12-05T12:40:32Zcom_10547_221318col_10547_221333
Questioning assumptions about portfolio-based assessment
Condon, William
Hamp-Lyons, Liz
portfolio-based assessment
assessment
2012-08-14T07:11:07Z
2012-08-14T07:11:07Z
2008-04
Book chapter
Hamp-Lyons, L. and Condon, W. (2008) Questioning Assumptions about Portfolio-Based Assessment in Huot, B and O’Neill, P (eds.) Assessing Writing: A critical sourcebook, Bedford/St. Martins, ch.19
0312475969
9780312475963
http://hdl.handle.net/10547/238358
en
http://bedfordstmartins.com/Catalog/product/assessingwriting-firstedition-huot
http://www.amazon.com/Assessing-Writing-A-Critical-Sourcebook/dp/0312475969
Bedford/St. Martins
oai:uobrep.openrepository.com:10547/2383782017-12-05T12:40:17Zcom_10547_221318col_10547_221333
The challenges of second-language writing assessment
Hamp-Lyons, Liz
language testing
language assessment
writing
2012-08-14T07:11:19Z
2012-08-14T07:11:19Z
2008-04
Book chapter
Hamp-Lyons, L. (2008) The Challenges of Second-Language Writing Assessment in Huot, B and O’Neill, P (eds.) Assessing Writing: A critical sourcebook, Bedford/St. Martins, ch.21
0312475969
9780312475963
http://hdl.handle.net/10547/238378
en
http://bedfordstmartins.com/Catalog/product/assessingwriting-firstedition-huot
Bedford/St. Martins
oai:uobrep.openrepository.com:10547/2383792012-08-15T16:44:54Zcom_10547_221318col_10547_221333
A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation
Hawkey, Roger
Cambridge Proficiency in English
English language testing
ESOL
English language assessment
2012-08-14T07:11:37Z
2012-08-14T07:11:37Z
2009
Book chapter
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
http://hdl.handle.net/10547/238379
en
http://assets.cambridge.org/97805211/63910/frontmatter/9780521163910_frontmatter.pdf
Cambridge University Press
oai:uobrep.openrepository.com:10547/2383812017-10-31T13:39:45Zcom_10547_221318col_10547_221333
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
Weir, Cyril J.
Hawkey, Roger
Green, Anthony
Devi, Sarojani
Unaldi, Aylin
academic reading
reading
higher education
2012-08-14T07:12:14Z
2012-08-14T07:12:14Z
2009
Book chapter
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
http://www.ielts.org/researchers/research/volume_9.aspx
IELTS Australia ; British Council
oai:uobrep.openrepository.com:10547/2383592017-10-31T13:39:05Zcom_10547_221318col_10547_221333
Conflicting purposes in the use of can do statements in language education
Green, Anthony
language education
can do statements
language assessment
2012-08-14T07:12:45Z
2012-08-14T07:12:45Z
2010
Book chapter
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
https://sites.google.com/site/flpsig/publications/can-do-statements-in-language-education-in-japan-and-beyond
Asahi Press
oai:uobrep.openrepository.com:10547/2382052017-10-31T13:39:18Zcom_10547_221318col_10547_221333
Functional progression in the Common European Framework: towards a language specification for higher level learners
Green, Anthony
Hawkey, Roger
2012-08-13T09:41:33Z
2012-08-13T09:41:33Z
2009
Book chapter
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
Studies in Language Testing
31
http://research.cambridgeesol.org/research-collaboration/silt
Cambridge University Press
oai:uobrep.openrepository.com:10547/2318332012-07-03T08:55:41Zcom_10547_221318col_10547_221333
Introduction. IELTS research reports vol 10
Introduction to the IELTS research reports vol 10
2012-07-03T07:55:41Z
2012-07-03T07:55:41Z
2009
Other
Taylor, L. (2009) Introduction, IELTS research reports, volume 10. British Council/IDP Education Australia, Canberra
9780977587568
0977587568
http://hdl.handle.net/10547/231833
en
http://www.ielts.org/researchers/research/volume_10.aspx
IELTS Australia
oai:uobrep.openrepository.com:10547/2318312012-07-03T09:29:10Zcom_10547_221318col_10547_221333
Lurking in multicultural online educational forums: “I Wasn't Invited to the Party”
Bax, Stephen
online forums
electronic community
virtual community
elearning
lurking
social networking
2012-07-03T07:47:48Z
2012-07-03T07:47:48Z
2010
Book chapter
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
1605668745
9781605668758 (eISBN)
10.4018/978-1-60566-874-1
http://hdl.handle.net/10547/231831
en
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
Information Science Reference
oai:uobrep.openrepository.com:10547/2318342018-11-30T11:35:09Zcom_10547_221318col_10547_221333
Introduction. IELTS research reports vol 9
Taylor, Lynda
Introduction to the IELTS research reports vol 9
2012-07-03T07:58:25Z
2012-07-03T07:58:25Z
2009
Other
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
en
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
IELTS Australia
oai:uobrep.openrepository.com:10547/2383542020-04-23T07:30:10Zcom_10547_221318col_10547_221333
Language functions revisited: theoretical and empirical bases for language construct definition across the ability range
Green, Anthony
University of Bedfordshire
can do statements
English Profile Programme
Common European Framework of Reference for Languages
language functions
language assessment
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.
2012-08-14T07:08:37Z
2012-08-14T07:08:37Z
2012
Book
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
en
English Profile Studies
2
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6621262/Language-Functions-Revisited/?site_locale=en_GB¤tSubjectID=2558844
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382112024-02-06T10:43:21Zcom_10547_221318col_10547_221333
Learning through English: Researching Impact in Thailand, Indonesia and South Korea.
Bax, Stephen
University of Bedfordshire
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.
2012-08-13T09:28:39Z
2012-08-13T09:28:39Z
2010
Book
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
en
http://www.teachingenglish.org.uk/biblio/learning-through-english-researching-impact-thailand-indonesia-south-korea
British Council, London
oai:uobrep.openrepository.com:10547/2382122012-08-13T10:29:27Zcom_10547_221318col_10547_221333
Examining FCE and CAE: Key issues and recurring themes in developing the First Certificate in English and Certificate in Advanced English exams
Hawkey, Roger
2012-08-13T09:29:27Z
2012-08-13T09:29:27Z
2009
Book
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
http://assets.cambridge.org/assets/assets.jsf
Cambridge University Press
oai:uobrep.openrepository.com:10547/2381932024-02-06T10:42:56Zcom_10547_221318col_10547_221333
Into the mind of the academic listener
Field, John
University of Bedfordshire
academic listening
second language listening
cognitive processing
EAP
listening strategy
listening
2012-08-13T09:31:53Z
2012-08-13T09:31:53Z
2011-05
Article
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
http://linkinghub.elsevier.com/retrieve/pii/S1475158511000221
Elsevier
oai:uobrep.openrepository.com:10547/2381942024-02-06T10:41:28Zcom_10547_221318col_10547_221333
Editorial
Field, John
University of Bedfordshire
2012-08-13T09:33:13Z
2012-08-13T09:33:13Z
2011-06
Article
Field J (2011) 'Editorial', Journal of English for Academic Purposes 10 (2):73-78
14751585
10.1016/j.jeap.2011.05.001
http://hdl.handle.net/10547/238194
Journal of English for Academic Purposes
en
http://linkinghub.elsevier.com/retrieve/pii/S1475158511000312
Elsevier
oai:uobrep.openrepository.com:10547/2381952012-09-24T12:55:42Zcom_10547_221318col_10547_221333
The English Profile Programme – the first three years
Saville, Nick
Hawkey, Roger
corpora
socio-cognitive approach
English Profile Programme
language assessment
2012-08-13T09:34:30Z
2012-08-13T09:34:30Z
2010-09
Article
The English Profile Programme – the first three years 2010, 1 (01):e7, English Profile Journal
2041-5362
10.1017/S2041536210000061
http://hdl.handle.net/10547/238195
English Profile Journal
en
http://www.journals.cambridge.org/abstract_S2041536210000061
Archived with thanks to English Profile Journal
Cambridge University Press
oai:uobrep.openrepository.com:10547/2381962024-02-06T10:45:03Zcom_10547_221318col_10547_221333
Requirements for Reference Level Descriptions for English
Green, Anthony
University of Bedfordshire
RLD development; CEFR aims; learning objectives; proficiency scales
2012-08-13T09:34:55Z
2012-08-13T09:34:55Z
2010-09
Article
Requirements for Reference Level Descriptions for English 2010, 1 (01):e6, English Profile Journal
2041-5362
10.1017/S204153621000005X
http://hdl.handle.net/10547/238196
English Profile Journal
en
http://www.journals.cambridge.org/abstract_S204153621000005X
Archived with thanks to English Profile Journal
Cambridge University Press
oai:uobrep.openrepository.com:10547/2381922018-11-30T11:37:30Zcom_10547_221318col_10547_221333
"Telling our story": reflections on the place of learning, transparency, responsibility and collaboration in the language testing narrative.
Taylor, Lynda
University of Cambridge ESOL Examinations
2012-08-13T09:25:56Z
2012-08-13T09:25:56Z
2010-05
Article
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
1543-4303
10.1080/15434300903464426
http://hdl.handle.net/10547/238192
Language Assessment Quarterly
en
http://www.tandfonline.com/doi/abs/10.1080/15434300903464426
Taylor and Francis
oai:uobrep.openrepository.com:10547/2381982017-12-05T12:39:51Zcom_10547_221318col_10547_221333
The workplace, the society and the wider world: the offshoring and outsourcing industry
Hamp-Lyons, Liz
Lockwood, Jane
2012-08-13T09:35:42Z
2012-08-13T09:35:42Z
2009-03
Article
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
http://www.journals.cambridge.org/abstract_S0267190509090126
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382132018-11-30T11:37:59Zcom_10547_221318col_10547_221333
Are two heads better than one? pair work in L2 assessment contexts
Taylor, Lynda
Wigglesworth, Gillian
2012-08-13T09:36:21Z
2012-08-13T09:36:21Z
2009-07
Article
Taylor, L., Wigglesworth, G. (2009) 'Are two heads better than one? pair work in L2 assessment contexts' Language Testing 26 (3):325-339
0265-5322
10.1177/0265532209104665
http://hdl.handle.net/10547/238213
Language Testing
en
http://ltj.sagepub.com/cgi/doi/10.1177/0265532209104665
Sage Publications
oai:uobrep.openrepository.com:10547/2382142017-10-31T13:40:27Zcom_10547_221318col_10547_221333
English Profile: functional progression in materials for ELT
Green, Anthony
University of Bedfordshire
2012-08-13T09:36:54Z
2012-08-13T09:36:54Z
2008-08
Article
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
http://research.cambridgeesol.org/english-profile-functional-progression-materials-elt
University of Cambridge Local Examinations Syndicate (UCLES)
oai:uobrep.openrepository.com:10547/2382152020-04-23T08:39:58Zcom_10547_221318col_10547_221333
To show or not to show: the effects of item stems and answer options on performance on a multiple-choice listening comprehension test
Yanagawa, Kozo
Green, Anthony
second language listening
multiple-choice testing
test factors
test format
2012-08-13T09:37:10Z
2012-08-13T09:37:10Z
2008-03
Article
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
http://linkinghub.elsevier.com/retrieve/pii/S0346251X07000942
Elsevier
oai:uobrep.openrepository.com:10547/2382162020-04-23T07:30:10Zcom_10547_221318col_10547_221333
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
Weir, Cyril J.
Hawkey, Roger
Green, Anthony
Unaldy, Aylin
Devi, Sarojani
reading
language assessment
language testing
listening
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.
2012-08-13T09:37:37Z
2012-08-13T09:37:37Z
2012
Book chapter
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
en
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382002020-04-23T07:30:10Zcom_10547_221318col_10547_221333
An empirical investigation of the process of writing Academic Reading test items for the international English Language Testing System
Hawkey, Roger
Green, Anthony
University of Bedfordshire
reading
language assessment
language testing
listening
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.
2012-08-13T09:38:17Z
2012-08-13T09:38:17Z
2012
Book chapter
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
en
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382012018-11-30T11:34:26Zcom_10547_221318col_10547_221333
The impact of the funded research studies on the IELTS Academic reading test
Taylor, Lynda
University of Bedfordshire
2012-08-13T09:38:32Z
2012-08-13T09:38:32Z
2012
Book chapter
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
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382032024-02-06T10:44:48Zcom_10547_221318col_10547_221333
The relationship between test-takers’ listening proficiency and their performance on the IELTS Speaking test
Nakatsuhara, Fumiyo
University of Bedfordshire
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.
2012-08-13T09:39:15Z
2012-08-13T09:39:15Z
2012
Book chapter
• 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
en
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382192024-02-06T10:43:38Zcom_10547_221318col_10547_221333
Marking assessments (rubrics, rating scales)
Green, Anthony
Hawkey, Roger
University of Bedfordshire
2012-08-13T09:39:39Z
2012-08-13T09:39:39Z
2012-01
Book chapter
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
http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9781107677074
Cambridge University Press
oai:uobrep.openrepository.com:10547/2381972017-12-05T12:38:14Zcom_10547_221318col_10547_221333
Topic negotiation in peer group oral assessment situations: a conversation analytic approach
Gan, Zhengdong
Davison, Chris
Hamp-Lyons, Liz
2012-08-13T09:35:24Z
2012-08-13T09:35:24Z
2009-09
Article
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
http://applij.oxfordjournals.org/cgi/doi/10.1093/applin/amn035
Oxford University Press
oai:uobrep.openrepository.com:10547/2382172020-04-23T07:30:08Zcom_10547_221318col_10547_221333
The cognitive processes underlying the academic reading construct as measured by IELTS
Weir, Cyril J.
Hawkey, Roger
Green, Anthony
Devi, Sarojani
reading
language assessment
language testing
listening
academic reading
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
2012-08-13T09:38:02Z
2012-08-13T09:38:02Z
2012
Book chapter
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
en
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
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382022018-11-30T11:39:29Zcom_10547_221318col_10547_221333
Impact of the joint-funded research studies on the IELTS Listening test
Taylor, Lynda
University of Bedfordshire
2012-08-13T09:38:48Z
2012-08-13T09:38:48Z
2012
Book chapter
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
Studies in Language Testing
34
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382202020-04-23T07:30:21Zcom_10547_221318col_10547_221333
Test taker characteristics
Green, Anthony
O'Sullivan, Barry
language test taking
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.
2012-08-13T09:40:07Z
2012-08-13T09:40:07Z
2011
Book chapter
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
en
Studies in Language Testing
30
http://www.cambridge.org/gb/elt/catalogue/subject/project/item6658124/?site_locale=en_GB
Cambridge University Press
oai:uobrep.openrepository.com:10547/2382212020-01-03T11:37:22Zcom_10547_221318col_10547_221333
Listening instruction
Field, John
2012-08-13T09:41:16Z
2012-08-13T09:41:16Z
2012-01
Book chapter
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
http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9781107015869
Cambridge University Press
oai:uobrep.openrepository.com:10547/3379042020-04-23T07:32:03Zcom_10547_221318col_10547_221333
Investigating learners' cognitive processes during a computer-based CAE Reading test
Bax, Stephen
Weir, Cyril J.
University of Bedfordshire
cognitive processes
cognitive linguistics
language testing
reading testing
computer-based testing
computer-based assessment
academic reading
reading
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.
2015-01-07T13:15:44Z
2015-01-07T13:15:44Z
2012-02
Article
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
en
http://www.cambridgeenglish.org/images/22669-rv-research-notes-47.pdf
Cambridge ESOL
oai:uobrep.openrepository.com:10547/3378802020-04-23T07:32:00Zcom_10547_221318col_10547_221333
The cognitive processing of candidates during reading tests: evidence from eye-tracking
Bax, Stephen
University of Bedfordshire
assessment
computer-based testing
cognitive processes
eye-tracking
reading
reading 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.
2015-01-07T13:37:36Z
2015-01-07T13:37:36Z
2013-10
Article
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
en
http://ltj.sagepub.com/cgi/doi/10.1177/0265532212473244
Archived with thanks to Language Testing
SAGE
oai:uobrep.openrepository.com:10547/3378812020-04-23T07:31:52Zcom_10547_221318col_10547_221333
Washback in language assessment
Green, Anthony
University of Bedfordshire
language testing
test impact
washback
consequences
second language
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.
2015-01-07T13:43:56Z
2015-01-07T13:43:56Z
2013
Article
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
en
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
Ediciones de la Universidad de Murcia
oai:uobrep.openrepository.com:10547/3381202017-10-31T13:33:54Zcom_10547_221318col_10547_221333
Course handbook for promoting sustainable excellence in English language testing and assessment
Green, Anthony
Westbrook, C.
Burenina, N.
University of Bedfordshire
2015-01-12T12:30:02Z
2015-01-12T12:30:02Z
2014
Book
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
oai:uobrep.openrepository.com:10547/3380182018-06-19T10:00:02Zcom_10547_221318col_10547_221333
Task equivalence in speaking tests: investigating the difficulty of two spoken narrative tasks
Inoue, Chihiro
2015-01-12T12:34:08Z
2015-01-12T12:34:08Z
2013
Book
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
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=75033&cid=693
Peter Lang
oai:uobrep.openrepository.com:10547/3380162020-04-23T07:32:35Zcom_10547_221318col_10547_221333
A multifaceted approach to investigating pre-task planning effects on paired oral test performance
Nitta, Ryo
Nakatsuhara, Fumiyo
Nagoya Gakuin University
University of Bedfordshire
co-construction
conversation analysis
interactional competence
paired oral tests
pre-task planning
task-based language teaching
speaking assessment
speaking
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]
2015-01-12T12:06:54Z
2015-01-12T12:06:54Z
2014-01
Article
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
en
http://ltj.sagepub.com/cgi/doi/10.1177/0265532213514401
Archived with thanks to Language Testing
http://creativecommons.org/licenses/by-nc-nd/4.0/
SAGE
oai:uobrep.openrepository.com:10547/3381152020-04-23T07:32:01Zcom_10547_221318col_10547_221333
Communicating the theory, practice and principles of language testing to test stakeholders: some reflections
Taylor, Lynda
University of Bedfordshire
assessment literacy
language assessment literacy
test stakeholders
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.
2015-01-12T12:09:39Z
2015-01-12T12:09:39Z
2013-07
Article
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
en
http://ltj.sagepub.com/cgi/doi/10.1177/0265532213480338
Archived with thanks to Language Testing
SAGE
oai:uobrep.openrepository.com:10547/3381172020-04-23T07:32:28Zcom_10547_221318col_10547_221333
Measured constructs: a history of Cambridge English language examinations 1913 - 2012
Weir, Cyril J.
Cambridge English language examinations
English language assessment
English language testing
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.
2015-01-12T12:21:50Z
2015-01-12T12:21:50Z
2013-02
Article
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
en
http://www.cambridgeenglish.org/images/130828-research-notes-51-document.pdf
Cambridge ESOL
oai:uobrep.openrepository.com:10547/3381162019-11-01T09:51:57Zcom_10547_221318col_10547_221333
Can-do statements in reference level descriptions and the socio-cognitive framework for test validation
Nakatsuhara, Fumiyo
University of Bedfordshire
2015-01-12T12:17:46Z
2015-01-12T12:17:46Z
2013
Article
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
oai:uobrep.openrepository.com:10547/3380172015-01-12T12:24:33Zcom_10547_221318col_10547_221333
Researching intertextual reading
Bax, Stephen
University of Bedfordshire
2015-01-12T12:24:33Z
2015-01-12T12:24:33Z
2013-07
Book
Bax, S. (2013) 'Researching Intertextual Reading'. Oxford: Peter Lang.
3034307691
9783034307697
9783035304909
http://hdl.handle.net/10547/338017
en
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62653
Peter Lang
oai:uobrep.openrepository.com:10547/3381192017-10-31T13:34:23Zcom_10547_221318col_10547_221333
Exploring language assessment and testing
Green, Anthony
University of Bedfordshire
2015-01-12T12:26:41Z
2015-01-12T12:26:41Z
2013
Book
Green, A. (2013) 'Exploring language assessment and testing'. Abingdon, Oxon: Routledge.
9780415597241
9780415597234
http://hdl.handle.net/10547/338119
en
http://www.routledge.com/books/details/9780415597241/
Routledge
oai:uobrep.openrepository.com:10547/3381212015-01-12T12:31:39Zcom_10547_221318col_10547_221333
Cambridge English Exams – the first hundred years: a history of English language assessment from the University of Cambridge, 1913-2013
Hawkey, Roger
Milanovic, Michael
2015-01-12T12:31:39Z
2015-01-12T12:31:39Z
2013-03
Book
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
9781107634732
http://hdl.handle.net/10547/338121
en
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 University Press
oai:uobrep.openrepository.com:10547/3380192019-11-01T09:51:43Zcom_10547_221318col_10547_221333
The co-construction of conversation in group oral tests
Nakatsuhara, Fumiyo
University of Bedfordshire
2015-01-12T12:36:04Z
2015-01-12T12:36:04Z
2013
Book
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
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=53167
Peter Lang
oai:uobrep.openrepository.com:10547/3382062020-04-23T07:40:47Zcom_10547_221318col_10547_221333
Testing reading through summary: investigating summary completion tasks for assessing reading comprehension ability
Taylor, Lynda
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.
2015-01-14T11:59:10Z
2015-01-14T11:59:10Z
2013
Book
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
en
http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/testing-reading-through-summary
Cambridge University Press
oai:uobrep.openrepository.com:10547/3382072018-11-30T11:32:35Zcom_10547_221318col_10547_221333
Examining listening: research and practice in assessing second language listening
Geranpayeh, Ardeshir
Taylor, Lynda
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.
2015-01-14T12:00:23Z
2015-01-14T12:00:23Z
2013
Book
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
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
Cambridge University Press
oai:uobrep.openrepository.com:10547/3382482020-04-23T07:32:22Zcom_10547_221318col_10547_221333
Adapting or developing source material for listening and reading tests
Green, Anthony
assessment evaluation
assessment methods
listening
reading
language testing
language assessment
reading
listening
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.
2015-01-14T13:14:44Z
2015-01-14T13:14:44Z
2013
Book chapter
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
en
http://onlinelibrary.wiley.com/doi/10.1002/9781118411360.wbcla087/abstract
Wiley Blackwell
oai:uobrep.openrepository.com:10547/3382492020-01-03T11:35:24Zcom_10547_221318col_10547_221333
Cognitive validity
Field, John
2015-01-14T13:15:23Z
2015-01-14T13:15:23Z
2013
Book chapter
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
oai:uobrep.openrepository.com:10547/3382512020-01-03T11:35:12Zcom_10547_221318col_10547_221333
Myth: pronunciation teaching needs to fix in the minds of learners a set of distinct consonant and vowel sounds.
Field, John
2015-01-14T13:17:19Z
2015-01-14T13:17:19Z
2013
Book chapter
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.
9780472035168
http://hdl.handle.net/10547/338251
en
http://www.press.umich.edu/4584330/pronunciation_myths
University of Michigan Press
oai:uobrep.openrepository.com:10547/3382332020-01-03T11:34:44Zcom_10547_221318col_10547_221333
Cognitive processing and foreign language use
Field, John
2015-01-14T14:00:08Z
2015-01-14T14:00:08Z
2014-12
Book chapter
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
http://www.routledge.com/books/details/9780415658331/
Routledge
oai:uobrep.openrepository.com:10547/3382592018-11-30T11:31:12Zcom_10547_221318col_10547_221333
Assessing students with disabilities: voices from the stakeholder community
Taylor, Lynda
Khalifa, Hanan
2015-01-14T14:24:55Z
2015-01-14T14:24:55Z
2013
Book chapter
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
http://hdl.handle.net/10547/338259
en
Cambridge Scholars Press
oai:uobrep.openrepository.com:10547/3382362015-01-14T14:17:44Zcom_10547_221318col_10547_221333
The measurement of reading ability 1913-2012
Weir, Cyril J.
University of Bedfordshire
2015-01-14T14:17:44Z
2015-01-14T14:17:44Z
2013
Book chapter
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
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
Cambridge University Press
oai:uobrep.openrepository.com:10547/3382502019-10-03T12:35:15Zcom_10547_221318col_10547_221333
Measured constructs: a history of Cambridge English Examinations, 1913-2012
Weir, Cyril J.
Vidakovic, Ivana
Galaczi, Evelina D.
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.
2015-01-14T13:16:42Z
2015-01-14T13:16:42Z
2013
Book
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
en
http://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/measured-constructs/measured-constructs-a-history-cambridge-english-examinations-19132012-paperback
Cambridge University Press
oai:uobrep.openrepository.com:10547/3382342020-04-23T07:40:46Zcom_10547_221318col_10547_221333
Assessing health professionals
Taylor, Lynda
Pill, John
University of Bedfordshire
University of Melbourne
emigration
globalization
immigration
language for specific purposes
language assessment
language testing
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.
2015-01-14T14:02:54Z
2015-01-14T14:02:54Z
2013-11
Book chapter
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
en
http://onlinelibrary.wiley.com/doi/10.1002/9781118411360.wbcla137/abstract
Wiley
oai:uobrep.openrepository.com:10547/3382352018-11-30T11:34:41Zcom_10547_221318col_10547_221333
Introduction
Taylor, Lynda
2015-01-14T14:07:12Z
2015-01-14T14:07:12Z
2013-05
Book chapter
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
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
Cambridge University Press
oai:uobrep.openrepository.com:10547/3382562018-11-30T11:31:45Zcom_10547_221318col_10547_221333
Conclusions and recommendations
Taylor, Lynda
Geranpayeh, Ardeshir
2015-01-14T14:21:30Z
2015-01-14T14:21:30Z
2013
Book chapter
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
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
Cambridge University Press
oai_dc///com_10547_221318/100