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Hits 1 – 9 of 9
1
How much does test-takers’ listening proficiency matter in oral interview tests?
Nakatsuhara, Fumiyo
. - 2020
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2
The impact on candidates of examiner interventions in oral interview tests
Nakatsuhara, Fumiyo
;
Field, John
. - 2020
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3
Assessment of candidates' interactional competence using group oral tests
Nakatsuhara, Fumiyo
. - 2020
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4
The role of listening in oral interview tests
Nakatsuhara, Fumiyo
. - 2020
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5
Comparing writing proficiency assessments used in professional medical registration: a methodology to inform policy and practice
Chan, Sathena Hiu Chong
;
Taylor, Lynda
. - : Elsevier, 2020
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6
Effects of pre-task planning on paired oral test performance: a case of beginning EFL learners
Nakatsuhara, Fumiyo
;
Nitta, Ryo
. - 2020
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7
Effects of the number of participants on group oral test performance
Nakatsuhara, Fumiyo
. - 2020
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8
Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
Nakatsuhara, Fumiyo
. - 2020
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9
Communicating the theory, practice and principles of language testing to test stakeholders: some reflections
Taylor, Lynda
. - : SAGE, 2013
Abstract:
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.
Keyword:
assessment literacy
;
language assessment literacy
;
test stakeholders
URL:
https://doi.org/10.1177/0265532213480338
http://hdl.handle.net/10547/338115
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