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Adapting MAIN to Arabic [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 1-10
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Storytelling and retelling in Bulgarian: a contrastive perspective on the Bulgarian adaptation of MAIN [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 11-21
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The Multilingual Assessment Instrument for Narratives (MAIN): adding Urdu to MAIN [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 257-261
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Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in Dutch [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 51-56
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Multilingual Assessment Instrument for Narratives (MAIN) adapted for use in West Frisian [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 63-68
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Adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Torwali [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 241-248-
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Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: history, process and preliminary results [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 221-233
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Storytelling using MAIN in Yakut [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 269-274
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Spinning a yarn across languages: adapting MAIN for India [Online resource]
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In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 107-116
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Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses ...
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Language Testing as a Profession: An Interview with Yan Jin ...
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Language Testing as a Profession: An Interview with Yan Jin ...
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A research report on the development of the Test of English for Academic Purposes (TEAP) writing test for Japanese university entrants
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Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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A comparison of holistic, analytic, and part marking models in speaking assessment
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Abstract:
This mixed methods study examined holistic, analytic, and part marking models (MMs) in terms of their measurement properties and impact on candidate CEFR classifications in a semi-direct online speaking test. Speaking performances of 240 candidates were first marked holistically and by part (phase 1). On the basis of phase 1 findings – which suggested stronger measurement properties for the part MM – phase 2 focused on a comparison of part and analytic MMs. Speaking performances of 400 candidates were rated analytically and by part during that phase. Raters provided open comments on their marking experiences. Results suggested a significant impact of MM; approximately 30% and 50% of candidates in phases 1 and 2 respectively were awarded different (adjacent) CEFR levels depending on the choice of MM used to assign scores. There was a trend of higher CEFR levels with the holistic MM and lower CEFR levels with the part MM. While strong correlations were found between all pairings of MMs, further analyses revealed important differences. The part MM was shown to display superior measurement qualities particularly in allowing raters to make finer distinctions between different speaking ability levels. These findings have implications for the scoring validity of speaking tests.
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Keyword:
English language assessment; English language testing; language assessment; Q110 Applied Linguistics; speaking
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URL: https://doi.org/10.1177/0265532219898635 http://hdl.handle.net/10547/623759
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An application of AUA to examining the potential washback of a new test of English for university entrance
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sj-pdf-1-ltj-10.1177_0265532220932481 - Supplemental material for A meta-analysis of self-assessment and language performance in language testing and assessment
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The relationship between item formulation and item facility in multiple-choice reading tasks
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Living with IELTS: the stories of IELTS test candidates
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Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
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