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Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test
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In: Languages ; Volume 4 ; Issue 2 (2019)
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102 |
LA VARIACIÓN LINGÜÍSTICA EN CONTEXTOS ESPECIALIZADOS: VARIEDADES DIATÓPICAS Y DIASTRÁTICAS EN LA EVALUACIÓN E INTERVENCIÓN DEL LENGUAJE
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In: Tonos Digital; NÚMERO 36 - ENERO 2019 (2019)
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103 |
Portfolios as a strategy to lower English language test anxiety: the case of Chile
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Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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105 |
Using eye-tracking research to inform language test validity and design
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Abstract:
This paper reports on a recent study which used eye-tracking methodology to examine the cognitive validity of two level-specific English Proficiency Reading Tests (CEFR B2 and C1). Using a mixed-methods approach, the study investigated test takers’ reading patterns on six item types using eye-tracking, a self-report checklist and stimulated recall interviews. Twenty L2 participants completed 30 items on a computer, with the Tobii X2 Eye Tracker recording their eye movements on screen. Immediately after they had completed each item type, they reported their reading processes by using a Reading Process Checklist. Eight students further participated in a stimulated recall interview while viewing video footage of their gaze patterns on the test. The findings indicate (1) the range of cognitive processes elicited by different reading item types at the two levels; and (2) the differences between stronger and weaker test takers' reading patterns on each item type. The implications of this study to reflect on some fundamental questions regarding the use of eye-tracking in language research are discussed. The paper concludes with recommendations for future research in these areas.
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Keyword:
eye-tracking; language assessment; Q110 Applied Linguistics; reading assessment; test items
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URL: http://hdl.handle.net/10547/623120 https://doi.org/10.1016/j.system.2019.01.007
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106 |
Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students
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In: Theses and Dissertations (2019)
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107 |
Die Brücke zwischen Sprachstandsdiagnostik und Deutschförderung im UF Psychologie/Philosophie
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108 |
Test-retest reliability of diffusion measures extracted along white matter language fiber bundles using HARDI-based tractography
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109 |
The test-retest reliability of the Western Aphasia Battery-Revised
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110 |
Assessing EFL speaking skills in Vietnamese tertiary education
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111 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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112 |
Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment
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In: Practical Assessment, Research, and Evaluation (2019)
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113 |
Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance
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In: Practical Assessment, Research, and Evaluation (2019)
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Linguistic Simplification: A Promising Test Accommodation for LEP Students?
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In: Practical Assessment, Research, and Evaluation (2019)
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115 |
THE IMPLEMENTATION OF LANGUAGE ASSESSMENT PRINCIPLES ON SUMMATIVE TEST AT MADRASAH ALIYAH NI’MATUL AZIZ JELAPAT BARITO KUALA ACADEMIC YEAR 2017/2018.
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 8, Iss 2, Pp 322-342 (2019) (2019)
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Comparison of Chinese and Western English language proficiency measures in transnational business degrees
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117 |
THE EQUIVALENCE OF TOEP FORMS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 88-104 (2019) (2019)
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