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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6...1.264 Hits 21 – 40 of 25.266 21 Social Media and Intercultural Learning: An approach to EFL for Secondary Students Márquez Indias, Almudena. - : Universidad de Córdoba, 2022 BASE Show details 22 Participant_002 Caroline Rowland. - : The Language Archive, Max Planck Institute for Psycholinguistics, 2022 BASE Show details 23 Automatic Detection of Plagiarism in Writing Mahshad Davoodifard In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 24 An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts Mahshad Davoodifard In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 25 Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test Daniel Eskin In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 26 Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach Kimberly Tan In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 27 Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach Kimberly Tan In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 28 A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China Yannan Sun In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 29 Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy Mark Romig In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 30 Current Trends in Second Language Assessment Soo Hyoung Joo In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 31 Current Trends in Second Language Assessment Soo Hyoung Joo In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 32 Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy Mark Romig In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 33 A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China Yannan Sun In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 34 Readers' Credits for Volume 21, Issue 2 Peter Kim In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 35 An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts Mahshad Davoodifard In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 36 Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test Daniel Eskin In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) Abstract: Second Language (L2) testing has increasingly relied on performance assessment to evaluate practical command of language acquired. However, such forms of assessment entail more complex task design and subjective human scoring judgment (Bachman, 2004), raising challenges for score dependability and score use due to variability associated with task design (Deville & Chalhoub-Deville, 2006; In’nami, & Koizumi, 2016), differences in rater behavior (Bachman, Lynch, & Mason, 1995), and rating rubric functionality, especially when consisting of multiple subscales (Grabowski & Lin, 2019; Sawaki, 2007, Xi, 2007). The current study illustrates the use of Multivariate Generalizability Theory (MG-Theory) analyses for examining score variability and dependability for written performance assessment on an ESL placement test, rated using an analytic rubric with three subscales. In particular, this study identified the presence of task-related variability that did reduce score dependability for the writing scores yielded from this test. By the same token, this variability could substantively be justified as an artifact of representing the construct of L2 writing ability in a sufficiently broad manner. Simply said, should we expect test takers to have equivalent levels of proficiency when writing a review of an experience as a customer and when writing an argumentative essay as a student? Keyword: English language; LB5-3640; MG-theory; PE1-3729; Score Dependability; Score Profiles; Task Variability; Theory and practice of education URL: https://doaj.org/article/ed3f73defcfa41eb8fdf7b6b28725918 BASE Hide details 37 Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia Loughridge, Crystal Amber. - 2022 BASE Show details 38 Automatic Detection of Plagiarism in Writing Mahshad Davoodifard In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 39 Readers' Credits for Volume 21, Issue 2 Peter Kim In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022) BASE Show details 40 Effect of Task-Based Learning on Secondary Students’ Academic Achievement and Interest in English Language Learning in Anambra State Ifeduba, Rosemary Njideka; Onyebuchi, Geoffrey Chidi; Egwuatu, Isaac Toochukwu In: Studies in Literature and Language; Vol 24, No 1 (2022): Studies in Literature and Language; 58-64 ; 1923-1563 ; 1923-1555 (2022) BASE Show details Page: 1 2 3 4 5 6...1.264

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