Category: Assessment


Designing and Researching an Intertextual Reading-Into-Writing Summary Task

This paper reports on the design and evaluation of an innovative intertextual reading-into- writing task for use in academic admissions. Existing tests of English used for university admission avoid intertextual reading (Weir and Chan, 2019) and do not ask test takers to synthesize information from multiple texts into a single piece of writing. Therefore, there


Examining the Impact of Teachers’ Assessment Competency on Learners in Academia: A Study of Selected HEIs of Uzbekistan

Assessment evaluates students’ performance against established criteria, standards, or learning objectives to analyse learning outcomes through formative or summative techniques through ongoing feedback and opportunities for improvement so that curriculum, instruction, and educational policies are adjusted according to the student’s needs. In this light, the need for transformation is anticipated as never before, and teachers’


MorphoPlay – A Test of Morphological Processing for Developing Children

Morphological Knowledge is a cognitive process that enables speakers to recognize words as composed of smaller units of meaning. This process facilitates segmentation of words into these constituents, identification of relationships between words, and understanding of their grammatical functions. Morphological awareness enhances individuals’ ability to manipulate and reflect on these morphological constituents. Accurate assessment of


GPT and Its Implications for Assessment in University Language Courses

This presentation considers the impacts that GPT is having on the assessment of non-native English speakers at a language centre in a university in Hong Kong. This presentation starts with a brief summary of how computer assisted language learning (CALL) has developed over the last few decades to bring us to this point in mid-2023


The Utility of DASS-21 as a Research Method for Second Language Acquisition Studies for Vulnerable Learners

This mixed-methodology pilot study aimed to examine the relationship between mental distress and language acquisition in vulnerable students, specifically those of immigrant and queer backgrounds. The study included participants (N=4) with a mean age of 29 years old (±4.7 years) who were learning Icelandic as a Second Language. To assess the prevalence of stress, anxiety,


A Study of the Washback Effects of a Standardised Test on the EFL Context

This study determines the washback effects of the TOEIC on EFL learning and instruction in South Korean hagwons or private cram schools. It uses a sequential mixed-method design involving both quantitative and qualitative components. Firstly, a quantitative survey was conducted on a sample of 103 students and 22 teachers. The teachers and students were given


Reconceptualization of Test Fairness Model: A Grounded Theory Approach

The indefinite nature of the test fairness (McNamara et al., 2019) and different interpretations and definitions of the concept have stirred a lot of controversy over the years, necessitating the reconceptualization of the concept. On this basis, this study aimed to explore the empirical validity of Kunnan’s (2000, 2004, 2008) Test Fairness Framework and revisit


Preparing Students for Taking the Common Recruitment Examination (CRE): The Design of an Online Self-paced Courseware and Evaluation

Preparing Students for Taking the Common Recruitment Examination (CRE): The Design of an Online Self-paced Courseware and Evaluation After years of education, graduates are naturally keen to give something back and contribute to society. One of the most efficient ways is to join the civil service and serve the public. The Civil Service Bureau of


Assessing Pragmatic Abilities in School-Age Children

This study aims at developing a measure for assessing pragmatic language abilities related to Theory of Mind (ToM) in Greek, typically developing, school-age children. We developed stories, based on previous work by Sodian and Frith (1992), Baron-Cohen and colleagues (1999), and Giannakou (2008), to assess the reception of deception, faux pas and irony by school-age


How Might Learners’ Experience of Assignment Feedback in a German Course at A-Level in a Sixth Form College in England

The aim of my doctoral research is to understand students’ engagement with feedback and to investigate how students use the feedback they receive in view of their language learning. Additionally, the project aims to investigate the barriers they experience and to gain an insight into the students’ unpicking and responding to feedback in order to