These reports describe the results of projects carried out by external researchers that have been funded through the Assessment Research Awards and Grants scheme.
Eva Konrad, Franz Holzknecht, Veronika Schwarz and Carol Spöttl
Thi Thuy Minh Nguyen, Nanyang Technological University, Singapore Ardi Marwan, Politeknik Negeri, Pontianak, Indonesia
Xun Yan and Ha Ram Kim, University of Illiniois at Urbana-Champaign Ji Young Kim, University of California, Los Angeles
Parvaneh Tavakoli, University of Reading; Fumiyo Nakatsuhara, University of Bedfordshire; Ann-Marie Hunter, St. Mary’s University
Ying Zheng, Yanyan Zhang : Aptis in China: Exploring Test Taker Perceptions of its Test Validity and Practicality
Jesus Garcia Laborda et al. This study compares students’ scores on an Aptis Speaking Test to their results during an informal oral interview and a mock speaking test.
Jinlan Tang. Assessment For Learning: Using Aptis as a diagnostic assessment tool in the EFL writing classroom
Khaled Barkaoui . This study examined the cognitive validity of Aptis Writing Task 4 within Weir's (2005) socio-cognitive framework for test validation.
Franz Holzknecht, Kathrin Eberharter, Benjamin Kremmel,Gareth McCray's, Matthias Zehentner,Eva Konrad and Carol Spöttl. This study investigated the cognitive processing of 30 test-takers.
Noriko Iwashita, Lyn May and Paul Moore. This study investigated features of discourse competence and vocabulary use across levels and tasks in the Aptis Speaking Test.
Susan Sheehan, Pete Sanderson, Ann Harris.This project set out to identify criterial features of written and spoken English at C1.
Tineke Brunfaut and Gareth McCray. Looking into test-takers cognitive processes while completing reading tasks.
Julie Douglas and Charlotte Mbali. The Aptis test was used with three groups of candidates in South Africa to investigate the value of introducing the test .
Ruslan Suvorov. This study employed eye-tracking technology to investigate the extent to which L2 learners view two types of visuals how the learners perceive and use the two video types.
John Field. The convention of allowing test-takers to hear a recording twice is a controversial topic within L2 listening assessment.
Suwimol Jaiyote. This report presents a study of the relationship between test-takersʼ L1, listening proficiency and their performance on paired speaking tests.
Glyn Jones. The Core Inventory for General English aims to inform teachers about the levels at which learners of English master certain aspects of the language.
Yumiko Moore. This study investigated what would constitute a valid English writing task for Japanese university admission purposes.
