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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...8 Hits 1 – 20 of 150 1 Assessing interactional competence in a multiparty roleplay task: A mixed-methods study Patharakorn, Patharaorn. - 2018 BASE Show details 2 Surveying the growth and development of spoken nlanguage interpreting in Hawai'i Rouse, Andrew. - 2015 BASE Show details 3 The Le Fetuao Samoan Langauge Center oral proficiency interview Brown, James Dean; Tuupo Alaimaleata, Elisapeta. - 2015 BASE Show details 4 A narrative perspective on a well-founded fear: Officer stancetaking in a political asylum documentary Shannahan, Jennifer. - 2015 BASE Show details 5 Getting the forest for the trees: Situation transcending is massively multiplayer online games Bischnoff, Michael. - 2014 BASE Show details 6 The role of visuo-spatial and verbal working memory in L2 Japanese reading proficiency Tsai, Aurora M.. - 2014 BASE Show details 7 Student perspectives on group work and use of L1: Academic writing in a university EFL course in Thailand Kwon, Changho. - 2014 BASE Show details 8 Moving from "she just sits there" to "she's opened my eyes": Evolution of writing tutor roles in conferences with L1 and L2 student-athletes Stacey, Pamela. - 2014 BASE Show details 9 A blended learning approach to reading circles for English language learners Schoonmaker, Richard Graham. - 2014 BASE Show details 10 A dialectical approach to critical thinking in EAP writing Tanaka, Jay. - 2014 BASE Show details 11 Oral and aural English as a foreign langauge needs at an international school Litticharoenporn, Priw-Prae. - 2014 BASE Show details 12 Vocabulary acquisition with affixation: Learning English words based on prefixes & suffixes Kim, Cholo. - 2013 BASE Show details 13 Talking with abuelo: Styling insider-outsider identities in a multi-cultural family Vidal, Mónica. - 2013 BASE Show details 14 Extracurricular L2 input in a Japanese EFL context: Exposure, attitudes, and motivation Barbee, Matthew. - 2013 BASE Show details 15 Designing a task-based critical listening construct for listening assessment Trace, Jon. - 2013 BASE Show details 16 Language anxiety in second language writing: Is it really a stumbling block? Choi, Sujeong. - 2013 BASE Show details 17 "Mista, are you in a good mood?": Stylization and crossing as an affiliative resource for biilding rapport in classroom interaction Lamb, Gavin. - 2013 BASE Show details 18 Moving from race to identities in second langauge learning Calhoun, Alicia. - 2012 BASE Show details 19 Evaluating rater and rubric performance on a writing placement exam Meier, Valerie. - 2012 Abstract: As higher education institutions pursue internationalization in response to globalization, the lingua franca status of English is driving expectations that even in countries where English is not a national language, graduate students should have the language skills to be able to disseminate their research in English. It is within this wider context that several departments at Universidad de Los Andes (Los Andes), a well-respected private research university in Colombia, asked the Department of Languages and Socio-Cultural Studies (D-LESC) to create a program that would promote their PhD students’ ability to write for publication and present at academic conferences in English. Faculty in D-LESC developed both the curriculum for the resulting Inglés para Doctorados (IPD) program and the IPD Placement Exam, which includes a reading section already in wider use at Los Andes as well as speaking and writing sections written specifically for the new program. During a pilot phase and after the IPD exam became operational, the faculty involved in test development checked its reliability and monitored how well students were being placed into IPD classes. However, as the potential consequences of test use became more extreme—shortly after the IPD program was approved, completion thought the third level (IPD 3) became required for all PhD students, and some departments began to limit admissions to their PhD programs based on IPD exam results—the lead test developer felt a more thorough evaluation of the exam’s reliability and validity was in order. Thus in the spring of 2012 I joined the lead test developer in a comprehensive evaluation of the IPD Placement Exam. One part of this larger evaluation project involved investigating the writing section in order to address practical concerns of administrators and faculty in the IPD program: namely, whether raters and the scoring rubric were functioning effectively. I assumed responsibility for this part of the evaluation, and the current report is a more extensive and technical presentation of findings that will be shared with IPD program stakeholders so that they can make informed decisions about whether there are any aspects of rater training and/or scoring materials and procedures which could benefit from revision. URL: http://hdl.handle.net/10125/40721 BASE Hide details 20 Strategic decoding of sociopragmatic assessment tasks–An exploratory think-aloud validation study Timpe, Veronika. - 2012 BASE Show details Page: 1 2 3 4 5...8

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