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Évaluation de la perception des sons de parole chez les populations pédiatriques : réflexion sur les épreuves existantes
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In: ISSN: 0298-6477 ; EISSN: 2117-7155 ; Glossa ; https://hal.archives-ouvertes.fr/hal-03646757 ; Glossa, UNADREO - Union NAtionale pour le Développement de la Recherche en Orthophonie, 2022, 132, pp.1-27 ; https://www.glossa.fr/index.php/glossa/article/view/1043 (2022)
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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Towards new avenues for the IELTS Speaking Test: insights from examiners’ voices
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Abstract:
This study investigated the examiners’ views on all aspects of the IELTS Speaking Test, namely, the test tasks, topics, format, interlocutor frame, examiner guidelines, test administration, rating, training and standardisation, and test use. The overall trends of the examiners’ views of these aspects of the test were captured by a large-scale online questionnaire, to which a total of 1203 examiners responded. Based on the questionnaire responses, 36 examiners were carefully selected for subsequent interviews to explore the reasons behind their views in depth. The 36 examiners were representative of a number of differing geographical regions and a range of views and experiences in examining and giving examiner training. While the questionnaire responses exhibited generally positive views from examiners on the current IELTS Speaking Test, the interview responses uncovered various issues that the examiners experienced and suggested potentially beneficial modifications. Many of the issues (e.g. potentially unsuitable topics, rigidity of interlocutor frames) were attributable to the huge candidature of the IELTS Speaking Test, which has vastly expanded since the test’s last revision in 2001, perhaps beyond the initial expectations of the IELTS Partners. This study synthesized the voices from examiners and insights from relevant literature, and incorporated guidelines checks we submitted to the IELTS Partners. This report concludes with a number of suggestions for potential changes in the current IELTS Speaking Test, so as to enhance its validity and accessibility in today’s ever globalising world. ; IELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia. Grant awarded 2017 ; passing metadata only as copyright statement doeesn't allow reuse
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Keyword:
English language assessment; IELTS; speaking
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URL: http://hdl.handle.net/10547/624875
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Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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Efficacy in Occupational Safety and Health Training of Dairy Workers: Predictors of Test Performance on a Dairy Safety Knowledge Test From a Demographic Cohort
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Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results
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Secondary EFL Teachers’ Views Towards the Implementation of Peer Assessment: Between Opportunities and Challenges
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 352-364 (2021) (2021)
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Task parallelness: investigating the difficulty of two spoken narrative tasks
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Opening the black box: exploring automated speaking evaluation ; Issues in Language Testing Around the World: Insights for Language Test Users.
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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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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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Investigating the use of language functions for validating speaking test specifications
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The IELTS Speaking Test: what can we learn from examiner voices?
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Academic speaking: does the construct exist, and if so, how do we test it?
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