• Assessment of learning and assessment for learning

      Green, Anthony (TESOL International Association and Wiley, 2018-01-01)
    • Book review: Understanding second language processing: focus on processability theory

      Chan, Sathena Hiu Chong (Elsevier, 2019-01-30)
      Review of Dyson, BP, Hakansson, G (2017) 'Book review: Understanding second language processing: focus on processability theory' John Benjamins 9789027243751
    • CEFR and ACTFL crosswalk: a text based approach

      Green, Anthony (Stauffenburg, 2012-01-01)
    • Exploring the use of video-conferencing technology to deliver the IELTS Speaking Test: Phase 3 technical trial

      Berry, Vivien; Nakatsuhara, Fumiyo; Inoue, Chihiro; Galaczi, Evelina D.; IELTS (IELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia, 2018-01-01)
      This report presents Phase 3 of the study which was carried out with test-takers in five cities in Latin America. This phase focused only on the video-conferencing mode of delivery of the IELTS Speaking test. The primary aims were to: trial a new platform to deliver video-conferencing tests across different locations; and further investigate the scoring validity of the video-conferencing test.
    • Introduction of statistical analyses for language testing/learning research (Part 1)

      Chan, Sathena Hiu Chong (University of Bedfordshire, 2014-02-19)
    • Learning oriented feedback in the development and assessment of interactional competence

      Nakatsuhara, Fumiyo; May, Lyn; Lam, Daniel M. K.; Galaczi, Evelina D.; Cambridge Assessment English; University of Bedfordshire; Queensland University of Technology (Cambridge Assessment English, 2018-01-01)
      This project developed practical tools to support the classroom assessment of learners’ interactional competence (IC) and provide learning-oriented feedback in the context of Cambridge English: First (now known as B2 First). To develop a checklist, accompanying descriptions and recommendations for teachers to use in providing feedback on learners’ interactional skills, 72 stimulated verbal reports were elicited from six trained examiners who were also experienced teachers. They produced verbal reports on 12 paired interactions with high, mid, and low interactive communication scores. The examiners were asked to comment on features of the interaction that influenced their rating of candidates’ IC and, based on the features of the performance they noted, provide feedback to candidates. The verbal reports were thematically analysed using Nvivo 11 to inform a draft checklist and materials, which were then trialled by four experienced teachers in order to further refine these resources. The final product comprises (a) a full IC checklist with nine main categories and over 50 sub-categories which further specify positive and negative aspects, accompanying detailed description of each area and feedback to learners, and (b) a concise version of the IC checklist with fewer categories and ‘bite-sized’ feedback to learners, to support use by teachers and learners in real-time. As such, this research addressed the area of meaningful feedback to learners on IC, which is an essential component of communicative language and yet cannot be effectively addressed via digital technologies and therefore needs substantial teacher involvement. This study, in line with the Cambridge English Learning Oriented Assessment (LOA) approach (e.g. Hamp-Lyons and Green 2014, Jones and Saville 2014, 2016), took the first step to offering teachers practical tools for feedback on learners’ interactional skills. Additionally, these tools have the potential to be integrated into the learning management system of the Empower course, aligning classroom and standardised assessment.
    • Marking, rating scales and rubrics

      Green, Anthony (Cambridge University Press, 2012-04-01)
    • Placement testing

      Green, Anthony (TESOL International Association and Wiley, 2018-01-01)
    • A research report on the development of the Test of English for Academic Purposes (TEAP) writing test for Japanese university entrants

      Weir, Cyril J.; University of Bedfordshire (Eiken Foundation of Japan, 2014-01-01)
      Rigorous and iterative test design, accompanied by systematic trialing procedures, produced a pilot version of the test which demonstrated acceptable context and cognitive validity for use as an English for academic purposes (EAP) writing test for students wishing to enter Japanese universities. A study carried out on the scoring validity of the rating of the TEAP Writing Test indicated acceptable levels of inter‐ and intra‐marker reliability and demonstrated that receiving institutions could depend on the consistency of the results obtained on the test. study carried out on the contextual complexity parameters (lexical, grammatical, and cohesive) of scripts allocated to different bands on the TEAP Writing Test rating scale indicated that there were significant differences between the scripts in adjacent band levels, with the band B1 scripts produced by students being more complex than the band A2 scripts across a broad set of indices.
    • Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels

      Bax, Stephen; Waller, Daniel; Nakatsuhara, Fumiyo; University of Bedfordshire; University of Central Lancashire (2013-09-07)
      This paper reports on research funded through the Cambridge ESOL Funded Research Programme, Round Three, 2012.