Showing papers in "Language Testing in 2020"
TL;DR: This paper used L2 written receptive vocabulary knowledge as a justification for the assessment of L2 reading proficiency, and found that the relationship between vocabularies and reading proficiency is well-studied.
Abstract: Vocabulary’s relationship to reading proficiency is frequently cited as a justification for the assessment of L2 written receptive vocabulary knowledge. However, to date, there has been relatively ...
109 citations
TL;DR: In 2019, the administration of high-stakes language proficiency tests has been disrupted in many parts of the world as a result of the 2019 novel coronavirus pandemic as discussed by the authors.
Abstract: Administration of high-stakes language proficiency tests has been disrupted in many parts of the world as a result of the 2019 novel coronavirus pandemic. Institutions that rely on test scores have...
62 citations
TL;DR: The continuation task as discussed by the authors ) is a reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly use.
Abstract: The continuation task, a new form of reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly use...
54 citations
TL;DR: In this paper, the authors report on a project in which they developed tools to support the classroom assessment of learners' interactional competence (IC) and provided learning oriented feedback in the contex...
Abstract: In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the contex...
48 citations
TL;DR: This article used integrated test tasks, such as listening-to-speak or reading-towrite, to assess second language assessment, despite relatively limited empirical insights into what they assess, and found that most of the test tasks were ineffective.
Abstract: Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most ...
43 citations
TL;DR: In this paper, the authors investigate the nature of interactional competence at various levels of achievement in the context of role-play speaking assessment, and report an investigation of the qualitative study of the interactions among participants.
Abstract: This qualitative study reports an investigation of the nature of interactional competence at various levels of achievement in the context of role-play speaking assessment. The focal point of this s...
43 citations
TL;DR: The cloze test was originally designed to measure reading and passage comprehension in L1 readers, and it has been used for L2 assessment purposes as discussed by the authors.However, there remain disputes about whether or not cloze tests should be used in L2 readers.
Abstract: Originally designed to measure reading and passage comprehension in L1 readers, cloze tests continue to be used for L2 assessment purposes. However, there remain disputes about whether or not cloze...
29 citations
TL;DR: This article investigated the assessment literacy required for K-12 educators to interpret score reports from a K -12 English language proficiency assessment and found that the assessment in concern is ACCESS for E...
Abstract: This study investigated the assessment literacy required for K–12 educators to interpret score reports from a K–12 English language proficiency assessment. The assessment in concern is ACCESS for E...
27 citations
TL;DR: In this paper, an essential hypothesis of modern language assessment theory pertains to the interaction between strategy use ability (strategic competence) and second language knowledge, and how they interac...
Abstract: An essential hypothesis of modern language assessment theory pertains to the interaction between strategy use ability (strategic competence) and second language knowledge. However, how they interac...
26 citations
TL;DR: A key concern of washback research in language testing is with the value of test preparation for facilitating learning and improving test performance Although test takers may draw on a wide range as mentioned in this paper.
Abstract: A key concern of washback research in language testing is with the value of test preparation for facilitating learning and improving test performance Although test takers may draw on a wide range
20 citations
TL;DR: This paper investigated guessing in the YN format vocabulary test and found that one hundred-and-five university students took a YN test, a translation task and a multiple-choic...
Abstract: The main purpose of this study is to investigate guessing in the Yes/No (YN) format vocabulary test. One-hundred-and-five university students took a YN test, a translation task and a multiple-choic...
TL;DR: The authors investigates whether the aspects of language proficiency of C-tests can accurately measure general language proficiency, in view of the ubiquitous increase in the use of c-tests, which are almost unanimously believed to measure general English proficiency.
Abstract: In view of the ubiquitous increase in the use of C-tests, which are almost unanimously believed to measure general language proficiency, this study investigates whether the aspects of language prof...
TL;DR: The authors examined holistic, analytic, and part marking models in terms of their measurement properties and impact on candidate CEFR classifications in a semi-direct online semi-supervised setting.
Abstract: This mixed methods study examined holistic, analytic, and part marking models (MMs) in terms of their measurement properties and impact on candidate CEFR classifications in a semi-direct online spe...
TL;DR: The argument-based approach to validity (Kane, 2013) focuses on two steps: (1) making claims about the proposed interpretation and use of test scores as a coherent, interpretive argument; (2) e...
Abstract: The argument-based approach to validity (Kane, 2013) focuses on two steps: (1) making claims about the proposed interpretation and use of test scores as a coherent, interpretive argument; and (2) e...
TL;DR: Geranpayeh, A., and Taylor, L. as discussed by the authors (2013). Examining listening: Research and practice in assessing second language listening listening, vol. 30. UCLES/Cambridge University Press.
Abstract: Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press. Geranpayeh, A., & Taylor, L. (Eds.). (2013). Examining listening: Research and practice in assessing second language listening. Studies in Language Testing, vol. 30. UCLES/Cambridge University Press. Khalifa, H., & Weir, C. J. (2009). Examining reading: Research and practice in assessing second language reading. Studies in Language Testing, vol. 29. UCLES/Cambridge University Press. Milanovic, M., & Saville, N. (1996). Considering the impact of Cambridge EFL examinations. UCLES internal report. O’Sullivan, B. (2000). Towards a model of performance in oral language testing (Unpublished PhD Dissertation). University of Reading, UK. Shaw, S., & Weir, C. (2007). Examining writing: Research and practice in assessing second language writing. Studies in Language Testing, vol. 26. UCLES/Cambridge University Press. Taylor, L. (Ed.). (2011). Examining Speaking: Research and practice in assessing second language speaking. Studies in Language Testing, vol. 30. UCLES/Cambridge University Press. Weir, C. (2005). Language testing and validation: An evidence-based approach. Palgrave Macmillan. https://doi.org/10.1057/9780230514577
TL;DR: The authors studied the L2 Chinese education for kindergarteners and found that these kindergarteners' L2 skills were significantly worse than those of their older peers, with existing studies focusing on school-age pop-up children.
Abstract: Demand for second-language (L2) Chinese education for kindergarteners has grown rapidly, but little is known about these kindergarteners’ L2 skills, with existing studies focusing on school-age pop...
TL;DR: This article examined the decision-making behaviors of raters with varying levels of experience while assessing EFL essays of distinct qualities and found that the data were collected from 28 raters, with varying level of experience.
Abstract: This study examines the decision-making behaviors of raters with varying levels of experience while assessing EFL essays of distinct qualities. The data were collected from 28 raters with varying l...
TL;DR: In this paper, the authors seek evidence of validity according to the socio-cognitive framework for a new sentence repetition test (SRT) for young deaf L1 Swiss German Sign Language (DSGS) users.
Abstract: In this study we seek evidence of validity according to the socio-cognitive framework (Weir, 2005) for a new sentence repetition test (SRT) for young Deaf L1 Swiss German Sign Language (DSGS) users...
TL;DR: This article argued that reporting a subscore is not always justified, and that the subscore should provide reliable and distinct information to be worth repurchasing, and not just to report a score.
Abstract: Stakeholders of language tests are often interested in subscores. However, reporting a subscore is not always justified; a subscore should provide reliable and distinct information to be worth repo...
TL;DR: The authors examined how much change in TOEFL reading and listening scores can be expected in relation to the time interval between test administrations and the test records of 5213 learners. But they did not examine the effect of test administrations on the test scores.
Abstract: In this study, we examined how much change in TOEFL® Primary™ listening and reading scores can be expected in relation to the time interval between test administrations. The test records of 5213 yo...
TL;DR: Orthographic processing is essential when learning to recognize words as discussed by the authors, the ability to perceive, access, differentiate, and manipulate orthographic knowledge is essential for learning to recognise words.
Abstract: Orthographic processing – the ability to perceive, access, differentiate, and manipulate orthographic knowledge – is essential when learning to recognize words. Despite its critical importance in l...
TL;DR: In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static variables as mentioned in this paper, owing to the dynamic nomenclature of this population.
Abstract: In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic n...
TL;DR: The Virtual Special Issues as mentioned in this paper is a new resource for language testing readers that will highlight important topics and trends in the field by curating previously published articles and articles about language testing.
Abstract: Virtual Special Issues are a new resource for Language Testing readers. The Virtual Special Issues will highlight important topics and trends in the field by curating previously published articles ...
TL;DR: In language assessment and in educational measurement more broadly, there is a tendency to interpret scores from single-administration tests as accurate indicators of a latent trait (e.g., reading) as mentioned in this paper.
Abstract: In language assessment and in educational measurement more broadly, there is a tendency to interpret scores from single-administration tests as accurate indicators of a latent trait (e.g., reading ...
TL;DR: This paper studied the effect of repeated test-taking in Chinese civil service examinations and found that the value of their cumulative investment in learning, as expressed by their test scores, may fall as well as rise over time.
Abstract: This Special Issue of Language Testing is devoted to research into repeated test taking and associated issues. Although repeated test taking is beginning to attract increased research attention, it is far from a new phenomenon. According to Elman (2000), most of those entering for the highly competitive civil service examinations in Qing era China repeatedly entered and repeatedly failed: “For most, persistence . . . was a way of life” (p. 147). It was also regarded as a sign of strength of character and rectitude. Zhang Jian, winner of first place in the palace examinations (the highest level of the system) in 1894, was celebrated as the embodiment of resoluteness. His eventual triumph only came after almost 20 years of repeated failure. Although examination success may represent the culmination of many years of study, many repeating candidates have been frustrated to find that the value of their cumulative investment in learning, as expressed by their test scores, may fall as well as rise over time. In his classic paper on the statistics of examinations, Edgeworth (1888) observed that “It is said to be a frequent occurrence at some of our civil service examinations that a candidate, when examined for the second time, after a year’s hopeful study of a subject, obtains fewer marks in it than he had obtained at the first examination” (p. 606). Edgeworth understood this element of luck in examination results as a problem of measurement error, attributable to a wide range of factors. He also saw that taking multiple tests would reduce the relative impact of error:
TL;DR: This paper examined the writing score and writing feature changes of 562 repeat test takers who took the Canadian English Language Proficiency Index Program-General (CELPIP-General) test at least twice.
Abstract: This study examined the writing score and writing feature changes of 562 repeat test takers who took the Canadian English Language Proficiency Index Program–General (CELPIP–General) test at least t...
TL;DR: This resourceful and insightful book provides an intact and thorough historical narrative of key issues at the heart of the social consequences of testing for language-minoritized bilinguals in the United States, and it serves as an important starting point for language testing scholars’ reflections on their roles in the field with respect to testtaskers’ perspectives and experiences.
Abstract: thorough foray into the history of discrimination based on testing in the United States is commendable and the deep analysis of negative testing consequences for various communities is absolutely imperative, the scope of the book is wide and its history long. This speaks again to the book’s general accessibility and its range in terms of various audiences, each concerned with language testing in myriad ways and to various degrees. These quibbles aside, Schissel achieves what she sets out to do in this resourceful and insightful book. It provides an intact and thorough historical narrative of key issues at the heart of the social consequences of testing for language-minoritized bilinguals in the United States, and it serves as an important starting point for language testing scholars’ reflections on their roles in the field with respect to testtaskers’ perspectives and experiences.