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Language Testing

ISSN Print: 0265-5322

ISSN Online: 1477-0946

主页: https://journals.sagepub.com/loi/ltja

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Measuring English language proficiency across subgroups: Using score equity assessment to evaluate test fairness

Hanwook Yoo,Hyeon-Joo Oh,Lora F. Monfils,Venessa F. Manna

Shaping a score: Complexity, accuracy, and fluency in integrated writing performances

Atta Gebril,Lia Plakans,Zeynep Bilki

A generalizability theory study of optimal measurement design for a summative assessment of English/Chinese consecutive interpreting

Chao Han

The effect of read

Judit Kormos,Karmen Pi？orn,Michael Ratajczak,Milena Ko？ak-Babuder

Speaking proficiency of young language students: A discourse

Ching-Ni Hsieh,Yuan Wang

Language assessment literacy in university admission policies, or the dialogue that isn’t

Bart Deygers,Margaret E. Malone

The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities

Gillian Wigglesworth,Rachel Nordlinger,Rhianna Brickle,Ruth Singer,Susy Macqueen,Tim McNamara,Ute Knoch

Book Review: Design and Validation of a Computerized Adaptive EFL Test

Jason Jinsong Fan

Detecting development of speaking proficiency with a group oral test: A quantitative analysis

David A. Leaper,James R. Brawn

Book Review: Invariant Measurement with Raters and Rating Scales: Rasch Models for Rater

Chao Han

Advancing the validity argument for standardized writing tests using quantitative rhetorical analysis

Beata Beigman Klebanov,Chaitanya Ramineni,David Kaufer,Paul Yeoh,Suguru Ishizaki

Book Review: Evaluating Language Assessments

Bart Deygers

Student self

Alison L. Bailey,Despina P. Goral

Book Review: Second Language Pronunciation Assessment: Interdisciplinary Perspectives

Hyunji (Hayley) Park,Xun Yan

Patterns of variation in the interplay of language ability and general reading comprehension ability in L2 reading

John L？wenadler

Using the ACTFL OPIc to assess proficiency and monitor progress in a tertiary foreign languages program

Daniel R. Isbell,Paula Winke,Susan M. Gass

Comparability of students’ writing performance on TOEFL iBT and in required university writing courses

Lorena Llosa,Margaret E. Malone

Examining sources of variability in repeaters’ L2 writing scores: The case of the PTE Academic writing section

Khaled Barkaoui

The Test of English for International Communication (TOEIC？)

Gwan-Hyeok Im,Liying Cheng

Developing and evaluating a computerized adaptive testing version of the Word Part Levels Test

Atsushi Mizumoto,Stuart A. Webb,Yosuke Sasao

Factor analysis for fairness: Examining the impact of task type and examinee L1 background on scores of an ITA speaking test

April Ginther,Lixia Cheng,Xun Yan

ACTFL Oral Proficiency Interview – computer (OPIc)

Dan Isbell,Paula Winke

The role of foreign language anxiety on L2 utterance fluency during a final exam

Susana Pérez Castillejo

Book Review: Post

Daniel J. Reed

Test validity in morphosyntactic measures for typical and SLI incipient Spanish–English bilinguals

Irene Checa-García,Mark Guiberson

Young learners’ response processes when taking computerized tasks for speaking assessment

Paula Winke,Shinhye Lee

What constitutes professional communication in aviation: Is language proficiency enough for testing purposes?

Hyejeong Kim

The development of EFL examinations in Haiti: Collaboration and language assessment literacy development

Beverly A. Baker,Caroline Riches

Developing a user

Jennifer Ann Foote,Pavel Trofimovich,Talia Isaacs

The teacher as examiner of L2 oral tests: A challenge to standardization

Erica Sandlund,Lina Nyroos,Peter Wikstr？m,Pia Sundqvist

Book Review: Assessing Young Learners of English: Global and Local Perspectives

Lawrence Jun Zhang,Qiaozhen Yan

Investigating the construct measured by banked gap

Gareth McCray,Tineke Brunfaut

Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks

Heng-Tsung Danny Huang,Lia Plakans,Shao-Ting Alan Hung

Screener tests need validation too: Weighing an argument for test use against practical concerns

Edward P. Getman,Jiyun Zu,Jonathan E. Schmidgall

Monitoring the performance of human and automated scores for spoken responses

Klaus Zechner,Yu Sun,Zhen Wang

Interpreting the relationships between TOEFL iBT scores and GPA: Language proficiency, policy, and profiles

April Ginther,Xun Yan

Listener response as a facet of interactional competence

Steven Ross

Validation of rating processes within an argument

Carol A. Chapelle,Ute Knoch

Measuring L2 speakers’ interactional ability using interactive speech tasks

Amos J. S. van Gelderen,Eline S. L. van Batenburg,Nivja H. de Jong,Ron J. Oostdam

The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading

Joshua Matthews,Junyu Cheng

Revisiting the speaking construct: The question of interactional competence

India Plough

A comparison of reliability and precision of subscore reporting methods for a state English language proficiency assessment

Tanya Longabach,Vicki Peyton

Interactional competence: Genie out of the bottle

India Plough,Jayanti Banerjee,Noriko Iwashita

Book Review: Exploring Language Assessment and Testing: Language in Action

Phuong Nguyen

Test review: TestDaF

Anastasia Drackert,John Norris

Speaking in turns and sequences: Interactional competence as a target construct in testing speaking

Carsten Roever,Gabriele Kasper

What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence

Daniel M. K. Lam

Test review: Certifying French competency: The DELF tout public (B2)

Catherine Elder

Professional and non

Jan H. Hulstijn,Klaartje Duijm,Rob Schoonen

A systematic review of methods for evaluating rating quality in language assessment

Meghan E. Peterson,Stefanie A. Wind

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