Language testing

05–314Alderson, J. Charles (Lancaster U, UK) & Ari Huhta, The development of a suite of computer-based diagnostic tests based on the Common European Framework. Language Testing (London, UK) 22.3 (2005), 301–320.05–315Al-Hamly, Mashael & Christine Coombe (Kuwait U, Kuwait), To change or not to change: investigating the value of MCQ answer changing for Gulf Arab students. Language Testing (London, UK) 22.4 (2005), 509–531.05–316Broadfoot, Patricia M. (U of Bristol, UK), Dark alleys and blind bends: testing the language of learning. Language Testing (London, UK) 22.2 (2005), 123–141.05–317Cumming, Alister (U of Toronto, Canada; [email protected]), Robert Kantor, Kyoko Baba, Usman Erdosy, Keanre Eouanzoui & Mark James, Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 5–43.05–318Eckes, Thomas (TestDaF Institute, the Netherlands), Melanie Ellis, Vita Kalnberzina, Karmen Piorn, Claude Springer, Krisztina Szollás & Constance Tsagari, Progress and problems in reforming public language examinations in Europe: cameos from the Baltic States, Greece, Hungary, Poland, Slovenia, France and Germany. Language Testing (London,UK) 22.3 (2005), 355–377.05–319Figueras, Neus (Department of Education, Generalitat de Catalunya, Spain), Brian North, Sauli Takala, Norman Verhelst & Piet Van Avermaet, Relating examinations to the Common European Framework: a manual. Language Testing (London, UK) 22.3 (2005), 261–279.05–320Green, Anthony (Cambridge ESOL Examinations, Cambridge, UK), EAP study recommendations and score gains on the IELTS Academic Writing test. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 44–60.05–321Green, Rita & Dianne Wall (Lancaster U, UK), Language testing in the military: problems, politics and progress. Language Testing (London,UK) 22.3 (2005), 379–398.05–322Hasselgreen, Angela (The U of Bergen, Norway), Assessing the language of young learners. Language Testing (London,UK) 22.3 (2005), 337–354.05–323Klein, Joseph ([email protected]) & David Taub, The effect of variations in handwriting and print on evaluation of student essays. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 134–148.05–324Little, David (Trinity College, Dublin, Ireland), The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process. Language Testing (London, UK) 22.3 (2005), 321–336.05–325Lumley, Tom & Barry O'Sullivan (Australian Council for Educational Research, Australia), The effect of test-taker gender, audience and topic on task performance in tape-mediated assessment of speaking. Language Testing (London,UK) 22.4 (2005), 415–437.05–326Luxia, Qi (Guandong U of Foreign Studies, China), Stakeholders' conflicting aims undermine the washback function of a high-stakes test. Language Testing (London, UK) 22.2 (2005), 142–173.05–327Poehner, Matthew E. & James P. Lantolf (The Pennsylvania State U, USA), Dynamic assessment in the language classroom. Language Teaching Research (London, UK) 9.3 (2005), 233–265.05–328Stansfield, Charles W. & William E. Hewitt (Second Language Testing Inc., USA), Examining the predictive validity of a screening test for court interpreters. Language Testing (London, UK) 22.4 (2005), 438–462.05–329Trites, Latricia (Murray State U, USA) & Mary McGroarty, Reading to learn and reading to integrate: new tasks for reading comprehension tests?Language Testing (London, UK) 22.2 (2005), 174–210.05–330Uiterwijk, Henny (Citogroep, Arnem, the Netherlands) & Ton Vallen, Linguistic sources of item bias for second generation immigrants in Dutch tests. Language Testing (London, UK) 22.2 (2005), 211–234.05–331Weems, Gail H. (Arkansas Little Rock U, USA; [email protected]), Anthony J. Onwuegbuzie & Daniel Lustig, Profiles of respondents who respond inconsistently to positively- and negatively-worded items on rating scales. Evaluation & Research in Education (Clevedon, UK) 17.1 (2003), 45–60.05–332Weir, Cyril J. (Roehampton U, UK), Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing (London, UK) 22.3 (2005), 281–300.05–333Xi, Xiaoming (U of California, USA), Do visual chunks and planning impact performance on the graph description task in the SPEAK exam?Language Testing (London, UK) 22.4 (2005), 463–508.

Download Full-text

Examining validity in computerized dynamic assessment

ExELL ◽

10.2478/exell-2018-0004 ◽

2017 ◽

Vol 5 (1) ◽

pp. 55-70

Author(s):

Zaha Alonazi

Keyword(s):

Dynamic Assessment ◽

Empirical Studies ◽

Language Testing ◽

Social Consequences ◽

Assessment Process ◽

Computer Assisted ◽

Supporting Evidence ◽

New Type ◽

Integration Of Learning ◽

Test Use

Abstract Computerized dynamic assessment (CDA) posits itself as a new type of assessment that includes mediation in the assessment process. Proponents of dynamic assessment (DA) in general and CDA in particular argue that the goals of DA are in congruence with the concept of validity that underscores the social consequences of test use and the integration of learning and assessment (Sternberg & Grigorenko, 2002; Poehner, 2008; Shabani, 2012;). However, empirical research on CDA falls short in supporting such an argument. Empirical studies on CDA are riddled with ill-defined constructs and insufficient supporting evidence in regard to the aspects of validity postulated by Messick (1989, 1990, 1996). Due to the scarcity of research on CDA, this paper explores the potentials and the viability of this intervention-based assessment in computer assisted language testing context in light of its conformity with Messick’s unitary view of validity. The paper begins with a discussion of the theoretical foundations and models of DA. It then proceeds to discuss the differences between DA and non-dynamic assessment (NDA) measures before critically appraising the empirical studies on CDA. The critical review of the findings in CDA literature aims at shedding light on some drawbacks in the design of CDA research and the compatibility of the concept of construct validity in CDA with Messick’s (1989) unitary concept of validity. The review of CDA concludes with some recommendations for rectifying gaps to establish CDA in a more prominent position in computerized language testing.

Download Full-text

Capturing the Four-Phase Team Adaptation Process With Behaviorally Anchored Rating Scales (BARS)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000503 ◽

2020 ◽

Vol 36 (2) ◽

pp. 336-347

Author(s):

Eleni Georganta ◽

Felix C. Brodbeck

Keyword(s):

Rating Scales ◽

Empirical Support ◽

Team Development ◽

Adaptation Process ◽

Adaptation Studies ◽

Team Processes ◽

Team Adaptation ◽

The Common ◽

Acceptable Reliability ◽

Adaptation Phase

Abstract. As a response to the lack of quantitative and reliable measures of the team adaptation process, the aim of the present study was to develop and validate an instrument for assessing the four phases of the team adaptation process as described by Rosen and colleagues (2011) . Two trained raters and two subject matter expert groups contributed to the development of four behaviorally anchored rating scales (BARS) that span across the spectrum of team processes involved in each team adaptation phase. To validate the four BARS, two different trained raters assessed independently the team adaptation phases of 66 four-person teams. The validation study provided empirical support for the BARS’ psychometric adequacy. The BARS measures overcame the common middle anchor problem, showed sensitivity in differentiating between teams and between the four phases, showed evidence for acceptable reliability, construct, and criterion validity, and supported the theoretical team adaptation process assumptions. The study contributes to research and praxis by enabling the direct assessment of the overall team adaptation process, thereby facilitating our understanding of this complex phenomenon. This allows the identification of behavioral strengths and weaknesses for targeted team development and comprehensive team adaptation studies.

Download Full-text

Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors

Lodz Papers in Pragmatics ◽

10.1515/lpp-2020-0005 ◽

2020 ◽

Vol 16 (1) ◽

pp. 87-121

Author(s):

Bárbara Eizaga-Rebollar ◽

Cristina Heras-Ramírez

Keyword(s):

Rating Scales ◽

Rating Scale ◽

Oral Proficiency ◽

Pragmatic Competence ◽

Task Characteristics ◽

The Common ◽

Task Descriptions ◽

Oral Proficiency Interviews ◽

Task Types ◽

And Task

AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.

Download Full-text

Teacher education

Language Teaching ◽

10.1017/s0261444805252990 ◽

2005 ◽

Vol 38 (3) ◽

pp. 147-150

Keyword(s):

Action Research ◽

The Netherlands ◽

Teacher Development ◽

Academic Writing ◽

Professional Growth ◽

Linguistic Diversity ◽

Cultural Beliefs ◽

Language Education ◽

Theory And Practice ◽

Teachers Attitudes

05–334Angelides, Panayiotis, Maria Evangelou & James Leigh (Intercollege, Cyprus), Implementing a collaborative model of action research for teacher development. Educational Action Research (Oxford, UK), 13.2 (2005), 275–290.05–335Brock, Cynthia, Lori Helman & Chitlada Patchen (U of Nevada, USA), Learning to conduct teacher research: exploring the development of mediated understandings. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 73–94.05–336Burdelski, Matthew (California U, USA; [email protected]), Close- and open-ended narratives of personal experience: weekly meetings among a supervisor and teaching assistants of a ‘Japanese language education practicum’. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 3–32.05–337Dooly, Melinda (U of Barcelona, Spain), How aware are they? Research into teachers' attitudes about linguistic diversity. Language Awareness (Clevedon, UK) 14.2/3 (2005), 97–112.05–338Ezer, Hanna (Levinsky College of Education, Tel-Aviv, Israel; [email protected]) & Tamar Sivan, ‘Good’ academic writing in Hebrew: the perceptions of pre-service teachers and their instructors. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 117–133.05–339Hayes, David (U of Birmingham, UK), Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.2 (2005), 169–194.05–340Korthagen, Fred (Utrecht U, the Netherlands) & Angelo Vasalos, Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 47–71.05–341Lynch, Brian (Portland State U, USA; [email protected]) & Peter Shaw, Portfolios, power, and ethics. TESOL Quarterly (Alexandria, VA, USA) 39.2, 263–298.05–342Roulston, Kathryn, Roy Legette, Monica DeLoach & Celeste Buckhalter Pittman (U of Georgia, USA), What is ‘research’ for teacher-researchers?Educational Action Research (Oxford, UK) 13.2 (2005), 169–190.05–343Santagata, Rossella (California U, USA; [email protected]), ‘Are you joking or are you sleeping?’: cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 141–164.05–344Waters, Alan (Lancaster U, UK; [email protected]), Ma. Luz. C. Vilcheseo, Managing innovation in language education: a course for ELT change agents. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 117–136.

Download Full-text

Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs

Computer Assisted Language Learning ◽

10.1080/09588221.2018.1527362 ◽

2019 ◽

Vol 32 (5-6) ◽

pp. 527-555 ◽

Cited By ~ 8

Author(s):

Saman Ebadi ◽

Masoud Rahimi

Keyword(s):

Academic Writing ◽

Dynamic Assessment ◽

Writing Skills ◽

Google Docs ◽

Efl Learners

Download Full-text

The Middle Ages are not enough: the fourth paradox and the marginalization of the Roman Empire

REVISTA DE HISTORIOGRAFÍA (RevHisto) ◽

10.20318/revhisto.2017.3712 ◽

2017 ◽

pp. 335

Author(s):

Francesc Morales

Keyword(s):

Roman Empire ◽

The Netherlands ◽

19Th Century ◽

Middle Ages ◽

Nationalist Movements ◽

Complex Problems ◽

The Common ◽

Siglo Xix ◽

The 19Th Century ◽

The Middle Ages

Abstract: The palates of the nationalist authors of the 19th century found the common past exemplified by the Roman Empire to be too homogeneous a taste. Although this premise may be valid for all European nationalist movements of the 19th and early 20th centuries, the discussion here is limited to Spain’s problematic national construction during the 19th century and the group formed by Belgium, the Netherlands, and Luxembourg. Spain and ‘Benelux’ were chosen because they represent complex problems in the construction of a key dynamic of European nationalism: a political contemporary diversity linked to pre-Roman and post-Roman pasts. Despite these political and historical connections, the paths taken by these nationalisms are significantly different.Key words: Rome, Netherlands, Spain, nationalism, EuropeResumen: Un pasado común ejemplificado por el Imperio Romano pasa por ser demasiado homogéneo para el gusto de los autores nacionalistas en el siglo XIX. Esta premisa puede ser válida para todos los movimientos nacionalistas europeos, pero voy a limitarme a la problemática de la construcción nacional en España durante el siglo XIX y al grupo formado por Bélgica, los Países Bajos y Luxemburgo. Ambas regiones representan similares complejidades en la construcción de un nacionalismo europeo: una diversidad política contemporánea enlazada con un pasado prerromano y post-romano. A pesar de tener conexiones políticas e históricas, el camino de estos dos nacionalismos es significativamente diferente.Palabras clave: Roma, Países Bajos, España, nacionalismo, Europa

Download Full-text

Birds using artificial plants as nesting material

Behaviour ◽

10.1163/1568539x-bja10115 ◽

2021 ◽

pp. 1-13

Author(s):

Auke-Florian Hiemstra ◽

Barbara Gravendeel ◽

Menno Schilthuizen

Keyword(s):

The Netherlands ◽

Nest Material ◽

Bird Population ◽

Fulica Atra ◽

Nesting Material ◽

The Common ◽

Nest Materials

Abstract Here we present the first cases of birds using artificial plants as nest material. We report our findings for the common coot (Fulica atra) from Leiden, the Netherlands, in 2019. This is the first population of freshwater birds studied for its use of anthropogenic nest materials, and together with another report from the same year, the earliest case of an entire bird population with plastic in all nests. We also report the first artificial plants used as nesting material by birds, and discuss the implications of their usage as such.

Download Full-text

Improving K-12 Online Learning

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2016070104 ◽

2016 ◽

Vol 12 (3) ◽

pp. 38-50 ◽

Cited By ~ 2

Author(s):

Esther Ntuli ◽

Lydia Kyei-Blankson

Keyword(s):

Academic Writing ◽

Teacher Candidates ◽

Teaching And Learning ◽

State Standards ◽

Structured Interviews ◽

Internet Resources ◽

The Common ◽

K 12 ◽

Online Sources ◽

Classroom Use

Research indicates the need for teachers to be able to locate, evaluate, and use Internet resources in their teaching and learning processes. In addition, the Common Core State Standards require that students are able to think critically and know how to search and use alternative views and perspectives in their assignments. These skills are imperative for teachers and teacher candidates. This article reports the results of a study that sought to examine strategies used by teacher candidates when using Internet search engines, their ability to integrate the information they find into their own assignments, and use the acquired skills for future classroom use. The study employed a mixed-method approach in the collection and analysis of data gathered from a sample of 45 teacher candidates. Data sources included a survey, class assignments that required documentation of the search process as well as the located sources, and semi-structured interviews. Findings from the study revealed the need to teach teacher candidates how to conduct searches effectively, critically evaluate the sources, and integrate the information acquired from the online sources into professional and academic writing that models such behavior for their students. Suggestions for improvement of practice offered in this paper were piloted in one instructional technology course.

Download Full-text

Managing Traumatic Brain Injury: Appropriate Assessment and a Rationale for Using Neurofeedback and Biofeedback to Enhance Recovery in Postconcussion Syndrome

Biofeedback ◽

10.5298/1081-5937-41.4.07 ◽

2013 ◽

Vol 41 (4) ◽

pp. 158-173 ◽

Cited By ~ 6

Author(s):

Michael Thompson ◽

Lynda Thompson ◽

Andrea Reid-Chung ◽

James Thompson

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Single Channel ◽

Urine Analysis ◽

Neuropsychological Testing ◽

Diffuse Axonal Injury ◽

Assessment Process ◽

Postconcussion Syndrome ◽

Quantitative Electroencephalography ◽

The Common

Impairments that may result from a mild traumatic brain injury (TBI) or concussion can be both severe and long-lasting. This article will list some of the common persisting symptoms that may occur and give a brief description of the neuropathological processes that can be triggered by TBI, including diffuse axonal injury and its effects on the mitochondrial Kreb's cycle and the production of adenosine triphosphate, the brain's source of energy. This is followed by a summary of a comprehensive assessment process that includes quantitative electroencephalography, evoked potentials, heart rate variability (HRV) measures, neuropsychological testing, and blood and urine analysis. Details concerning a neurophysiological approach to effective treatment are given. These include conventional single-channel neurofeedback (NFB), also called brain-computer interface training, low-resolution electromagnetic tomography z-score neurofeedback, HRV training, and counseling on diet, sleep, and exercise. The authors expand the discussion on their treatment approach to include a neuroanatomical explanation of why the practitioner should consider combining the NFB training with HRV training.

Download Full-text