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The UK Communicative Development Inventories: Words and Gestures
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How much does test-takers’ listening proficiency matter in oral interview tests?
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The impact on candidates of examiner interventions in oral interview tests
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Fostering the future: the micro-educational impact of a language assessment course
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8 |
Investigating the cognitive validity of EAP reading-into-writing test tasks: a pilot study
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9 |
Task parallelness: investigating the difficulty of two spoken narrative tasks
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10 |
Examiner interventions in oral interview tests: what are the listening demands they make upon candidates?
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11 |
Working for washback from university entrance tests in Japan
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12 |
Assessment of candidates' interactional competence using group oral tests
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13 |
Interactional competence in the workplace: challenges and opportunities
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Framing academic literacy: considerations and implications for language assessment
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16 |
Automated approaches to establishing context validity in reading tests
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18 |
Assessing reading-into-writing skills for an academic context: some theoretical and practical considerations
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Re-engineering a speaking test used for university admissions purposes: considerations and constraints: the case of IELTS
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20 |
Analysing multi-person discourse in group speaking tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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