Speaking and writing are key skills in language learning, but scoring these performances is complex and has attracted a lot of attention in both first and second language learning contexts.
A deep dive into what makes a test valid, from theory to real-world practice, highlighting the evidence needed to prove test quality.
Can extra time help those with learning difficulties perform better on reading tests? This study puts common assumptions to the test with real data from Aptis for Teens.
This monograph explores common myths about listening tests and offers fresh, practical ideas for how they can be rethought.
Researchers from the UK and China explore a methodology for linking UK examinations to the China Standards for English (CSE).
Explore how writing tests for beginner language learners are designed by international test providers and language teachers.
Explore the key features that define spoken and written English at the C1 level.
Linking language levels to age, this research explores how assessment, especially formative testing, can align with young learners’ linguistic, cognitive, and social development.
The Core Inventory for General English aims to inform teachers about the levels at which learners of English master certain aspects of the language.
What makes a valid English writing test for Japanese university admissions? This study finds direct tasks like opinion pieces and summaries best reflect real writing ability.