Search

This study investigated the correlation between teachers' multiple intelligences and pupils' Language Assessment for Primary Grades (LAPG) performance in selected elementary schools in Olongapo City during SY 2017-2018. A descriptive research design was employed, involving 138 Grade IV teachers as respondents. Data was collected through questionnaires and analyzed using descriptive and inferential statistics. The study found that most teachers assessed themselves as having verbal-linguistic intelligence (26.8%), followed by interpersonal intelligence (24.6%). Pupils achieved a "near mastery" level on the LAPG. Significant differences in teachers' multiple intelligences were observed based on educational qualification and years of service. A weak but significant positive correlation (r=0.173, p<0.05) was found between teachers' logical-mathematical intelligence and pupils' LAPG scores. The study was limited to Grade IV teachers and pupils in Olongapo City, potentially affecting generalizability. The findings suggest that teachers' multiple intelligences, particularly logical-mathematical intelligence, may influence pupils' language assessment performance. This implies the need for considering multiple intelligences in teacher hiring, development, and instructional strategies to potentially enhance student outcomes. [ABSTRACT FROM AUTHOR]

There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners' speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a concurrent mixed-methods design, the study included 28 upper-intermediate EFL students from an Ethiopian university. We gave the Michigan Language Proficiency Test to evaluate degrees of proficiency before the TOEFL iBT speaking section, which used ChatGPT for scoring and feedback. Speaking abilities were assessed using pretests, immediate posttests, and delayed posttests. Furthermore, we evaluated the impacts on psychological well-being, autonomy, and academic buoyancy using narrative frames. We used one-way repeated measurements to examine the quantitative data and thematically evaluated the qualitative data. According to the results, speaking abilities, psychological well-being, learner autonomy, and academic buoyancy showed notable increases. The results suggest that by improving skill development, offering individualized feedback, and meeting students' emotional and psychological needs, AI systems like ChatGPT have the capacity to transform language assessment and pedagogy. Encouraging the incorporation of AI technologies to enhance educational outcomes and provide a more flexible and adaptable learning environment, the study presents important implications for various stakeholders. [ABSTRACT FROM AUTHOR]

The Open Science movement is taking hold around the world, and language testers are taking part. In this Viewpoint, I discuss how sharing, collaborating, and building trust, guided by Open Science principles, benefit the language testing field. To help more language testers join in, I present a standard definition of Open Science and describe four ways language testing researchers can immediately partake. Overall, I share my views on how Open Science is an accelerating process that improves language testing as a scientific and humanistic field. [ABSTRACT FROM AUTHOR]

Underlying deficits in inattention, hyperactivity, and/or impulsivity might contribute to suboptimal test-taking behaviours during language assessments that can lead to diagnostic errors. Considerations of potential medication effects on estimates of children's nonword repetition, sentence recall, tense-marking, and narrative abilities are warranted given long-standing enthusiasm for these indices to serve as clinical markers for developmental language disorder (DLD). A battery consisting of 1 nonverbal, 1 reading, and 6 verbal measures was administered twice to 26 children (6–9 years) with independently diagnosed combined-type attention-deficit/hyperactivity disorder (ADHD). All participants had been prescribed stimulant medications for the management of their ADHD symptoms and were assessed off- and on-medication, with order counter-balanced across participants. Half of the participants had concomitant DLD. Examiners were unaware of children's clinical status during assessments or when they were testing children who had received medication. Effect sizes were calculated for each measure. Significant score differences indicating a beneficial impact of stimulant medications on children's performances were observed on the recalling sentences subtest of the Clinical Evaluation of Language Fundamentals and the Picture Peabody Vocabulary Test. Adjustments may be needed when speech language pathologists use sentence recall or receptive vocabulary measures to make diagnostic decisions with children who have ADHD. [ABSTRACT FROM AUTHOR]

The Zhuang language test (Vahcuengh Sawcuengh Suijbingz Gaujsi, VSSG) is the first minority language test in the People's Republic of China. It was designed with multiple goals including improving Zhuang language teaching, recruiting students for relevant majors of tertiary study, identifying proficiency for work-related applications, and piloting the standardisation of national minority languages. Informed by a use-oriented testing perspective that takes into account social consequences and value implications, we examine attitudes of stakeholders (i.e. testers in an official capacity and testees) toward the test and consider how well the VSSG meets its goals. Drawing on documents and interviews, our study suggests that the test falls short of its primary goals due to a mismatch between stakeholder attitudes, the social functions of the tested language, and the value attached to the minority language. As a result, the test is an ineffective agent for promoting the status of the Zhuang language in the ways intended by its designers and policymakers. [ABSTRACT FROM AUTHOR]

This study explores how university entrance exam washback impacts language teaching and learning programs at a madrasa in Indonesia's sociocultural context. Data were collected via semi-structured interviews, phone calls, voice notes, and WhatsApp with the headmaster, an English coordinator, two English teachers, a sociology teacher, and two student parents. Content analysis revealed how washback has changed the school's language programs. The findings showed that the madrasa's teaching practices differ from typical schools in curriculum design, policies, methods, materials, and activities. Its curriculum prioritizes state university entrance tests, splitting the national curriculum into three semesters for standard subjects and three for test preparation. Teachers rely on international textbooks and online resources instead of government materials. Their methods focus on memorization, repetition, and drills, rather than communicative language instruction. Assessments measure student proficiency rather than improving teaching. This approach enables students to excel in university entrance exams and succeed at global universities. [ABSTRACT FROM AUTHOR]

Online and hybrid courses that integrate technology and complement in-person teaching are increasing in Official Language Schools (EOI, Escuelas Oficiales de Idiomas) in Spain. Digitalised online assessment, as a process encompassing taking the tests, either in person in the traditional classroom or remotely and subsequently their correction and marking, renders the logical outcome of this technology-mediated learning. In order to analyse the digitalisation process and the adaptation of our traditional print-based tests to a new computerised format, at the Distance Official Language School of Navarra (EOIDNA), one of the three EOI in the province of Navarra, we have carried out an experimental study with students who took their language tests (N=144) either under direct in-person instructor supervision (N=127) or through proctored online software (N=17). In this paper, we describe the contributions generated as perceived by students and test instructors. Results have shown that a vast majority of students reported a positive or neutral effect of taking the test on their computers and stated that the experience was satisfactory. Additionally, the transformed tests have resulted in quickly accessible and flexible administration and efficient management and storage of student test records for instructors. [ABSTRACT FROM AUTHOR]

Oral assessment in computer-assisted language learning is one of the best-known challenges at a technical and implementation level in an official language certification. The case of Spain is especially critical since the government has delayed for years the completion of the listening comprehension and oral expression test in the University Access Test (EVAU). This article presents first the evolution of oral tests at a general level, then a SWOT analysis of the potential of such implementation, and, third, how to implement them and the paper concludes that there is evidence that chatbots adapted to language learning can also be used for evaluation. Chatbot-assisted language learning with artificial intelligence adapted to voice recognition and its processing to obtain semi-automatic assessment supervised by the teacher can become a tool to be implemented within the language learning processes and / or included in the language certification methodology. Another interesting aspect could be the development and design of the interfaces of future adapted chatbots that must consider multimodality in the interaction between man-machine so that communication is effective and can be validated based on the knowledge available to the student. [ABSTRACT FROM AUTHOR]

Previous research on aphasia has recognised the need for cross-linguistic studies and studies on bi/multilingual aphasia. However, a study by Beveridge and Bak revealed that papers published between 2000 and 2009 were restricted to a few languages, with a clear predominance of English. The aim of this study is to present a follow-up to that study with more recent literature from the next decade (2010–2019) and to compare it with the previous one. We analysed 307 articles published between 2010 and 2019 following a similar procedure to the one used by Beveridge and Bak. The results revealed that there still is a pronounced bias towards studies on English speakers (60.29%), that the distribution of language families is similar across the two decades, with the exception of the increment in non-Indo-European languages, and that there has been an increase in studies reporting bi/multilinguals' performance in more than one language. Still, the literature on aphasia between 2010 and 2019 seems not to reflect the reality of the world's languages. We discuss some possible explanations for these findings related to challenges for clinical practice as well as insights for future research. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed at exploring the feasibility of applying a computer-based language test to young children aged 2–4 years. Methods: Thirty-two Cantonese-speaking children, aged 2–4 years, were recruited from local kindergartens. All participants underwent an assessment using both the computer-based and paper-pencil versions of the Macau Cantonese Language Screening Scale for Preschool Children, following a crossover study design. A short break of 15–30 min was provided between the two assessments. The data were analysed at three levels: the overall test, subcategory, and individual item levels. At the overall test and subcategory levels, data were analysed using the paired samples t-test and ICC. At the item level, the percentage of agreement and Cohen's kappa value were selected to assess the agreement of the two test formats. Results: Excellent agreement was found for the overall test level, and good agreement was observed for four of the five subcategories. At the individual item level, 28 of the 35 items showed more than 80% agreement, and 16 items showed substantial to almost perfect agreement. Conclusion: These results suggest that the two test formats give similar total scores and subcategory scores for children aged 2–4. For children older than 2 years and 6 months, the agreement for matching items is as high as 83.68% (1,318/1,575). The computer-based test is thus highly recommended for this group of children. For children younger than 2 years and 6 months, a modified computer-based test is suggested to accommodate their needs. [ABSTRACT FROM AUTHOR]

Abstract There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners’ speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a concurrent mixed-methods design, the study included 28 upper-intermediate EFL students from an Ethiopian university. We gave the Michigan Language Proficiency Test to evaluate degrees of proficiency before the TOEFL iBT speaking section, which used ChatGPT for scoring and feedback. Speaking abilities were assessed using pretests, immediate posttests, and delayed posttests. Furthermore, we evaluated the impacts on psychological well-being, autonomy, and academic buoyancy using narrative frames. We used one-way repeated measurements to examine the quantitative data and thematically evaluated the qualitative data. According to the results, speaking abilities, psychological well-being, learner autonomy, and academic buoyancy showed notable increases. The results suggest that by improving skill development, offering individualized feedback, and meeting students' emotional and psychological needs, AI systems like ChatGPT have the capacity to transform language assessment and pedagogy. Encouraging the incorporation of AI technologies to enhance educational outcomes and provide a more flexible and adaptable learning environment, the study presents important implications for various stakeholders.

Abstract In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. However, various factors affect the agency of teachers as assessors in the classroom. This study explored the ways English as a Foreign Language (EFL) teachers perceived the impact of the language assessment teacher education course on their agency as assessors. Likewise, it scrutinized the challenges and opportunities teachers confronted in leveraging the acquired knowledge and skills to enhance their assessment agency and contribute to their overall professional development. As for dataset, this phenomenological study targeted 50 EFL teachers, with 25 participants completing an open-ended questionnaire and the other 25 composing narratives. The research findings, using MAXQDA software (v. 20) for content and thematic analysis, revealed that EFL teachers perceived a significant positive influence of language assessment teacher education courses on their agency as assessors in the classroom. This led to their increased confidence and competence in assessment practices. They found limited institutional support and resources as their main challenges. However, they claimed opportunities would arise from collaborative professional networks and tailored mentoring to effectively apply knowledge and skills gained from language assessment teacher education courses for their professional development. The findings offer valuable implications for language assessment teacher education and professional development initiatives, illuminating the potential predicaments and expediters in enhancing teachers’ assessment agency and fostering their continuous professional growth.

As a significant breakthrough in educational measurement, cognitive diagnostic assessment (CDA) has made up for the shortcomings of traditional assessment practice by providing fine-grained information about students' latent knowledge structures beyond single scores. Along with the surging demand for diagnostic feedback in large-scale language tests, an increasing number of CDA studies have emerged primarily for the purpose of facilitating language teaching and learning. In this paper, we conducted a thematic review of 35 empirical studies on cognitive diagnosis in language assessment during the years 2009–2021. In our review, we analyzed three major research topics in this field, namely, application of CDA, optimization of CDA, and CDA for practical and theoretical uses. Along with our analysis, several potential lacunae were discussed, based on which some future directions were provided. [ABSTRACT FROM AUTHOR]

Data on attaining indicators of early speech, language, and literacy development, notably phonological awareness, among children with visual impairments (VI) are limited. This U.S. study utilized the National Survey of Children's Health (NSCH), 2016–2020, to observe the distinctive population of children with VI and speech, language, and literacy needs. Chi-square bivariate and multivariable logistic regression analyses established differences between children ages 3 to 5 years with VI (n = 186) and without VI (n = 25,354). Significant differences included lower parental education and higher rates of family poverty for children with VI. Significantly fewer children with VI had attained early phonological awareness (identifying initial sounds in words and word rhyming). Nearly three times more children with VI had been diagnosed with a speech or language disorder. Findings affirm that interventions address speech, language, and literacy development among children with VI, including explicit phonological awareness. Communication disorders research based on population health databases can inform evidence-based practice. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (N = 27) and a semi‐structured interview (N = 22) from a group of novice teachers who graduated from two Swedish universities and one Finnish university. Descriptive and content analysis of the data reveal that novice teachers perceive themselves to have a good understanding of most of the basic SA areas. They consider teacher education as the main source of their conceptual understanding while they attribute their skills mostly to experience in schools. Swedish and Finnish teachers present both similar and varied perceptions of the role of teacher education in developing their summative assessment literacy. Context and implicationsRationale for this studyWhat summative assessment literacy pre‐service teachers acquire during teacher education, and how this literacy reflects on their teaching are critical questions in understanding novice teachers' learning and use of summative assessment in schools. This study investigates the perceptions and experiences of novice teachers of second/foreign languages in Sweden and Finland.Why the new findings matterThe findings provide an understanding of novice language teachers' perceptions on key components of summative assessment and the sources and processes enabling development of this literacy. Insights into theoretical and practical aspects of summative assessment that novice teachers need are expected to guide teacher education programmes in realigning their programmes respectively.Implications for teacher educators and policy makersNovice language teachers are confident about their theoretical knowledge of summative assessment but need to develop skills to put their knowledge into practice. Hands on exercises through content‐specific materials and tasks are critical in developing skills such as test construction, grading, analysis of exams and exposure to national tests. Special needs and diverse sociocultural contexts should be taken into consideration in teacher education. Steering documents should make the summative assessment requirements and expected competencies clearer to guide TE programmes in organising learning experiences for pre‐service teachers. [ABSTRACT FROM AUTHOR]

This article explores the applicability of mean length of utterance (MLU) as a language assessment measure for Georgian child language, as to-date, Georgian, a morphologically rich language with numerous inflectional categories, experiences an extensive lack of instruments for early language assessment. To this end, a set of guidelines for calculating Georgian MLU was developed based on the analysis of a longitudinal corpus of two Georgian-speaking children aged 12–35 months. This was supported by the findings of previous studies on Georgian acquisition. Furthermore, the guidelines were used to compare MLU in morphemes (MLU-m) with MLU in words (MLU-w) and MLU in syllables (MLU-s) to determine the most suitable method for assessing morphological development in Georgian. These results indicate that MLU-m closely aligns with the description of language development in Georgian children. MLU-s is useful for demonstrating early linguistic development, while MLU-w correlates with age but does not capture changes within words over time. Further testing on a larger corpus is needed to refine the guidelines for more accurate assessment of Georgian-speaking children. [ABSTRACT FROM AUTHOR]

Task design has been viewed to be essential in the context of language assessment. This study investigated whether increasing task complexity affects learners' writing performance. It employs three writing tasks with different levels of complexity based on Robinson's Componential Framework. A cohort of 278 participants was selected using a simple random sampling technique, and a corpus of 603 compositions was used for data analysis. The results showed that learners demonstrated higher scores and higher levels of coherence in the compositions of more complex tasks. The findings of this study contribute to the growing field of cognitive research by exploring the effects of task complexity on learners' writing production. The results have implications for online automated writing assessment, writing test development, and the design of high-stakes language tests. The findings also provide recommendations on how tasks should be designed to develop learners' language production skills in writing instruction. [ABSTRACT FROM AUTHOR]

This paper evaluates the multistage adaptive test (MST) design of a large-scale academic language assessment (ACCESS) for Grades 1–12, with an aim to simplify the current MST design, using both operational and simulated test data. Study 1 explored the operational population data (1,456,287 test-takers) of the listening and reading tests of MST ACCESS in the 2018–2019 school year to evaluate the MST design in terms of measurement efficiency and precision. Study 2 is a simulation study conducted to find an optimal MST design with manipulation on the number of items per stage and panel structure. The results from operational test data showed that the test length for both the listening and reading tests could be shortened to six folders (i.e., 18 items), with final ability estimates and reliability coefficients comparable to those of the current test, with slight differences. The simulation study showed that all six proposed MST designs yielded slightly better measurement accuracy and efficiency than the current design, among which the 1-3-3 MST design with more items at earlier stages ranked first. The findings of this study provide implications for the evaluation of MST designs and ways to optimize MST designs in language assessment. [ABSTRACT FROM AUTHOR]

In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers' role as responsible agents in assessment. However, various factors affect the agency of teachers as assessors in the classroom. This study explored the ways English as a Foreign Language (EFL) teachers perceived the impact of the language assessment teacher education course on their agency as assessors. Likewise, it scrutinized the challenges and opportunities teachers confronted in leveraging the acquired knowledge and skills to enhance their assessment agency and contribute to their overall professional development. As for dataset, this phenomenological study targeted 50 EFL teachers, with 25 participants completing an open-ended questionnaire and the other 25 composing narratives. The research findings, using MAXQDA software (v. 20) for content and thematic analysis, revealed that EFL teachers perceived a significant positive influence of language assessment teacher education courses on their agency as assessors in the classroom. This led to their increased confidence and competence in assessment practices. They found limited institutional support and resources as their main challenges. However, they claimed opportunities would arise from collaborative professional networks and tailored mentoring to effectively apply knowledge and skills gained from language assessment teacher education courses for their professional development. The findings offer valuable implications for language assessment teacher education and professional development initiatives, illuminating the potential predicaments and expediters in enhancing teachers' assessment agency and fostering their continuous professional growth. [ABSTRACT FROM AUTHOR]

Aim: Language difficulties in children can have enduring impacts on their academic and emotional well-being. Consequently, early identification and intervention are critical. This study aimed to investigate the impact of introducing Språkfyran, a language screening tool, on the identification and referral rates for speech and language assessment compared to the previous method. Methods: An observational study was conducted in Gotland, Sweden, using the medical records of 3537 children (53% boys) who were 3-4 years of age. The study period lasted between 5 January 2016 and 29 April 2022, encompassing data collection both before and after the introduction of Språkfyran. Results: Following the introduction of Språkfyran, 15% failed the screening, compared to 20% with the previous speech test. However, referrals for assessment increased significantly with Språkfyran, rising to 7% compared to 3% with the speech test. Conclusion: The proportion of children who failed the Språkfyran screening was consistent with findings from previous studies. Children who failed the screening were more likely to be referred for speech and language assessment after the introduction of Språkfyran. This indicates that Språkfyran is a clinically relevant tool that promotes children's language development through increased referral rates. [ABSTRACT FROM AUTHOR]

English language testing has been challenged by the COVID-19 pandemic as it required the test developers to instantly develop and implement online language tests in their unique contexts. In this regard, this study aims to investigate EFL language test writers’ reflections on their planning, development, administration, reporting, and reflection processes of a test in the emergency remote teaching environment and display the potential opportunities and burdens these processes have brought about. The data were collected by utilizing semi-structured interviews with nine test writers who had testing experience in language preparatory classes at three state universities in Turkiye. The results indicated that the test writers were mainly challenged by ensuring the security of the exams, adapting question types to online platforms, and dealing with technical problems which resulted in additional workload. However, amidst these challenges, the study also identified notable opportunities, including the practical application of exam procedures, the digital transformation of exams with a variety of resources, item banking, ecological benefits, and fostering professional development. Overall, this compulsory experience during the pandemic indicated numerous conveniences to enhance language testing and contribute to the development of robust language assessment and testing in the future. [ABSTRACT FROM AUTHOR]

Blended classroom assessment (CA) has become commonplace in the post-pandemic era, offering advantages but also presenting challenges for English as a Foreign Language (EFL) teachers. These challenges can impact teachers' emotional experiences, distinct from face-to-face or purely online environments. However, scant research exists on how EFL teachers employ emotion regulation (ER) strategies in blended CA within EFL contexts. This qualitative study examines how eight EFL teachers at a university in southwestern China employed ER strategies in blended CA. Drawing on Gross's ER theory, the study identifies ten intrinsic and extrinsic ER strategies, either antecedent-focused or response-focused, utilized by EFL teachers. These strategies helped teachers maintain resilience amidst challenges posed by blended CA, including low completion rates of online learning tasks prior to face-to-face instruction, interaction in blended CA, blended assessment design, managing the workload of blending online and face-to-face assessment, and addressing issues of plagiarism and cheating. The study enriches our understanding of EFL teachers' emotions in blended CA and underscores the significance of ER competence in assessment literacy. Implications for equipping teachers with strategies to enhance their emotional well-being and resilience in blended CA are also discussed. [ABSTRACT FROM AUTHOR]

Previous research has established that determining lexical sophistication (i.e., the percentage of sophisticated words in a text) through the judgment of teachers on a corpus of words is a more accurate method than relying on word frequency-based lists. However, this approach can be time-consuming. To overcome this drawback, a new method is proposed in this study, which involves rating specific words out of context. A list of 68 words that appeared in approved high-school textbooks of teaching Hebrew to Arabic speakers was given to six experienced Hebrew teachers, who then categorized the words into four levels of lexical sophistication: (1) very basic words to (4) very advanced words. From this, a list of 28 words was created, with seven words from each level, and the lexical sophistication level was agreed upon by two-thirds of the teachers. Nineteen Arabic-speaking learners of Hebrew were asked to define the chosen words (passive vocabulary) and compose a sentence including each (controlled-active vocabulary) in a test-retest study at two time-points: the 11th and 12th grade. The results indicated that although there was no significant increase in lexical sophistication over time, significant differences emerged between the four levels of lexical sophistication, with students’ accuracy decreasing as the level of lexical sophistication increased. Additionally, only in the 11th grade was passive vocabulary found to be significantly larger than controlledactive vocabulary. However, as acquisition time increased, the gap between these two vocabulary types narrowed, due to improved performance in the controlled-active task. Furthermore, a significant correlation was found between passive and controlled-active vocabulary, which became stronger with more acquisition time.

Abstract Classroom assessment, as a crucial element of the teaching journey, plays a significant part in enhancing student achievement, student learning, and teacher instruction. As such, teachers should possess a good grasp of assessment literacy. This study aimed to explore the EAP teachers’ perceptions regarding the demand for in-service training in various areas of language assessment, in particular, examining how a language testing and assessment (LTA) teacher education course would impact the EAP instructors’ Language Assessment Literacy (LAL). In this qualitative study, pursuing a descriptive narrative design, 60 EAP instructors were selected through purposive sampling from those who have been working in state universities in Tehran. From these participants, 30 EAP teachers were asked to write narratives regarding their needs for training on LAL, and the other 30 participants were involved in an online semi-structured interview to determine how such a course could promote or inhibit their perceptions and practices of LA and LAL. Using MAXQDA to do content and thematic analysis, the research findings revealed that EAP instructors highly perceived a need for further training especially a practice-based one. In particular, the instructors thought of teacher education courses as contributing to their theoretical and practical knowledge of LAL. Hence, teacher education courses with a specific focus on LAL are highly required, changing EAP teachers’ perspectives on LTA, from being taught solely in theory to being taught practically in real classroom environments.

AbstractThe objective of this study is to expand teachers’ knowledge base of assessment in teaching by exploring pre-service language teachers’ construct of grading literacy during their pedagogical studies and immediately after. We conceptualize pre-service language teachers’ grading literacy with a literature-based flow model of decision-making comprising six major phases. These involve (1) mobilizing grading related knowledge, skills and dispositions, (2) distinguishing relevant assessment events, (3) identifying and filing evidence, (4) interpreting assessment rubrics, (5) making the grading decision, and (6) communicating it to stakeholders. The decision trajectory is constrained by individual and social factors. The research questions address pre-service teachers’ perceptions of the multiple components, primarily the evidence base of a grade. The data comprise survey responses (n = 131) and interview data (n = 26) from three universities, one in Finland and two in Sweden. Regarding the factorial structure, variables incorporating process and disposition aspects provided the strongest explanatory the most frequently attended grading evidence comprises written and oral tests. Pre-service teachers in Finland and Sweden differ with regard to most aspects of what evidence they base their grading on. The interview responses confirm pre-service teachers’ high awareness of the complex nature of grading and the responsibility attached to the endeavour. Based on the findings we propose recommendations for teacher education programs to broaden and enrich pre-service teachers’ grading practice to encompass processual and progress aspects. Increased attention should be paid to practical implementation of grading standards and guidelines in interpreting and justifying grading decisions.

Classroom assessment, as a crucial element of the teaching journey, plays a significant part in enhancing student achievement, student learning, and teacher instruction. As such, teachers should possess a good grasp of assessment literacy. This study aimed to explore the EAP teachers' perceptions regarding the demand for in-service training in various areas of language assessment, in particular, examining how a language testing and assessment (LTA) teacher education course would impact the EAP instructors' Language Assessment Literacy (LAL). In this qualitative study, pursuing a descriptive narrative design, 60 EAP instructors were selected through purposive sampling from those who have been working in state universities in Tehran. From these participants, 30 EAP teachers were asked to write narratives regarding their needs for training on LAL, and the other 30 participants were involved in an online semi-structured interview to determine how such a course could promote or inhibit their perceptions and practices of LA and LAL. Using MAXQDA to do content and thematic analysis, the research findings revealed that EAP instructors highly perceived a need for further training especially a practice-based one. In particular, the instructors thought of teacher education courses as contributing to their theoretical and practical knowledge of LAL. Hence, teacher education courses with a specific focus on LAL are highly required, changing EAP teachers' perspectives on LTA, from being taught solely in theory to being taught practically in real classroom environments. [ABSTRACT FROM AUTHOR]

Recent work has called for increased investigation into methods used to explore second language (L2) speech perception (Flege 2021). The present study attends to this call, examining a common practice for developing listening prompts in the context of at-home administrations. Vowel perception studies have historically used fixed consonantal frames to determine how well participants can discriminate between target L2 vowels, and the present study compares the effects of employing a fixed consonant-vowel-consonant frame (h-vowel-d) with open (phonologically diverse) consonantal environments using real and nonce words. Thirty-eight Mandarin (n = 31) and English (n = 8) first language speakers participated in a listening experiment and a post-experiment question. Data were framed within Best and Tyler's (2007) Perceptual Assimilation Model-L2. Internal consistency and proportion correct were calculated and a generalised linear mixed model design was used to investigate how well performance with h-vowel-d prompts predicts performance with the more diverse prompt types. Results suggest an inflation of scores for the fixed frame prompt and support the use of diverse words for listening prompt designs. Findings have implications for vowel perception researchers as well as computer (and mobile) assisted language learning developers wishing to inform their designs with relevant empirical evidence. [ABSTRACT FROM AUTHOR]

BackgroundAimsMethods and proceduresOutcomes and resultsConclusionsClinical guidelines recommend the administration of intravenous recombinant tissue plasminogen activator thrombolytic treatment to persons who suffered ischemic stroke within 4,5 hours since onset. However, the available evidence on the potential improvement of language after thrombolysis is still scanty.This study assessed the effect of thrombolytic treatment in language recovery in persons with stroke aphasia (PWA) comparing the efficacy of traditional language assessments and a multilevel procedure of discourse analysis applied to the Cookie Theft picture descriptions taken from the National Institute of Health Stroke Scale (NIHSS).Fortyeight individuals participated in the study: sixteen PWA who received thrombolysis; sixteen PWA who did not receive it; sixteen healthy controls. The two groups of PWA were balanced in terms of age, education, gender, lateralization of the lesion, and stroke severity. They were administered the NIHSS and a bedside language assessment battery when entering the neurological clinic (T0) and after approximately 72 hours (T1). Their narrative discourse descriptions were analyzed with a multilevel procedure for discourse analysis.The two groups of PWA had similar linguistic difficulties at T0 as reflected by comparable Composite Verbal Scores and performance on traditional linguistic bedside assessment (Aphasia PostStroke Acute Assessment test; Furlanis et al., 2018). Discourse analysis highlighted the presence of more omissions of function words and errors of cohesion in the PWA who would receive thrombolysis with respect to healthy controls and allowed for the identification, in both groups, of difficulties that could not be detected through a traditional assessment. At T1 the analyses showed the presence of improvements likely reflecting a generalized spontaneous recovery in both groups of PWA and a more specific recovery triggered by thrombolysis concerning the production of global coherence errors in treated patients only. An inspection of the gravity of the linguistic symptoms at the individual level revealed high interindividual variability in this early phase suggesting that thrombolysis reduced the severity of the impairment also in the production of informative words.Thrombolysis reduces the gravity of some linguistic symptoms within a few hours after treatment. Multilevel procedures of discourse analysis can identify these subtle improvements. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language proficiency assessments are pivotal in educational and professional decision-making. With the integration of AI-driven technologies, these assessments can more frequently use item types, such as dictation tasks, producing response features with a mixture of discrete and continuous distributions. This study evaluates novel measurement models tailored to these unique response features. Specifically, we evaluated the performance of the zero-and-one-inflated extensions of the Beta, Simplex, and Samejima's Continuous item response models and incorporated collateral information into the estimation using latent regression. Our findings highlight that while all models provided highly correlated results regarding item and person parameters, the Beta item response model showcased superior out-of-sample predictive accuracy. However, a significant challenge was the absence of established benchmarks for evaluating model and item fit for these novel item response models. There is a need for further research to establish benchmarks for evaluating the fit of these innovative models to ensure their reliability and validity in real-world applications. [ABSTRACT FROM AUTHOR]

Typically-developing bilingual children often score lower than monolingual peers of the same age on standardized measures; however, research has shown that when assessed in more natural discourse contexts, bilinguals can perform similar to age-matched monolinguals in some language subdomains. This study investigated complex syntax production in simultaneous French–English bilingual children and monolingual age-matched peers, using structured and spontaneous measures. Surprisingly, the bilinguals scored higher than the monolinguals on the structured task. There was no difference between groups on the spontaneous measure; however, predictors of complex syntax production differed by language groups and by tasks. Contrary to other language subdomains showing bilingual English development as protracted relative to monolingual peers, these results point to a relative strength of complex syntax acquisition among simultaneous bilingual children. Differences in exposure relative to monolingual children may be less pronounced in syntax, in part because bilinguals can benefit from syntactic knowledge in their other language. [ABSTRACT FROM AUTHOR]

The present article provides an overview of communicative competence, the way it was treated in the 1960s through the early 1980s, and how its component competences were described and have been updated in recent investigations. The article also touches upon approaches, methods and methodological tools and their application has been paid great attention to. The assessment of actual language use in the moment of testing and test-taking competence are types of communicative competence in the study of language acquisition. The theoretical models of communicative competence have been supplemented and enhanced by empirical approaches known as domain of analysis. The domain of analysis refers to the forms, meanings and use, assemblies of knowledge, skills and competences. Scholars and educators interested in communicative competence would also like to engage with related models such as communicative or functional adequacy that will create useful mechanisms by applying communicative competence for specific fields, skills, genres and contexts. This concept focuses attention on the particular task which is performed and wonders to what extent communication was adequate by examining the following dimensions: task requirements, content, comprehensibility and coherence. Functional adequacy may require reflection necessary for determining what is considered adequate. Related models will help broaden the traditional views of communicative competence.

The study analyses the assessment instruments designed by Chilean English as a Foreign Language (EFL) in-service teachers. The participants were 110 secondary school teachers from the central, northern, and southern areas of Chile. The data collection technique was document analysis of the assessment instruments designed in their teaching practices. The results suggest that the most typical instrument is a language test, while speaking/writing performance evaluations with rubrics and rating scales are used to a lesser degree, and all having writing, reading, grammar, and vocabulary as their primary assessment foci. It is suggested that universities and administrators of educational institutions promote opportunities for professional updating regarding language assessment. Moreover, pre-service teacher education needs to emphasize and strengthen this didactic dimension.

Разработана интегративная схема использования цифровых технологий с целью индивидуализации обучения иностранным языкам. Обзор предыдущих исследований показывает, что адаптивные обучающие системы и интеллектуальные системы способны повысить эффективность обучения. Однако в современных реализациях отсутствуют надежное моделирование индивидуальной траектории обучаемого, валидные механизмы оценки и интеграция с педагогическими принципами. Предлагается оригинальная концептуальная модель, объединяющая адаптивные платформы, многомерную оценку, адаптацию преподавателя и теорию обучения иностранному языку в целостную систему, ориентированную на обучаемого. Эта модель включает в себя циклическую оценку, последовательность изучения материала на основе данных, персонализированную обратную связь и гибкое взаимодействие человека и искусственного интеллекта. Она представляет собой дорожную карту для индивидуальной поддержки учащихся разного возраста и уровня подготовки. Модель способствует более эффективной и увлекательной языковой подготовке, доступной всем учащимся. Даны рекомендации по проведению междисциплинарных исследований для дальнейшего совершенствования этого подхода путем проведения эмпирических исследований. Данная концепция обеспечивает теоретическую базу для создания следующего поколения персонализированных технологий обучения иностранному языку.

Understanding the impact of room acoustics on non-native listeners is crucial, particularly in standardized English as a foreign language (EFL) proficiency testing environments. This study aims to elucidate how acoustics influence test scores, considering variables overlooked in prior research such as seat position and baseline language proficiency. In this experiment, 42 Japanese university students’ performance on standardized EFL listening tests was assessed in two rooms with distinct acoustic qualities, as determined by the speech transmission index (STI) and reverberation time (RT). The rooms differed significantly in their STI values and RT measurements, with one exhibiting high speech intelligibility qualities of ≥0.66 STI and RT0.5–2kHz < 0.7 s and the other falling below these benchmarks. The findings revealed that listening test scores were consistently higher in the acoustically favorable room across all participants. Notably, the negative effect of poor acoustics was more pronounced for students with lower baseline language proficiency. No significant score differences were observed between front- and rear-seat positions, suggesting that overall room acoustics may be more influential than individual seating locations. The study concludes that acoustics play a significant role in the standardized EFL test performance, particularly for lower-proficiency learners. This highlights the necessity of standardized testing environments to be more carefully selected in order to ensure the fair and reliable assessment of language proficiency.

Numerous scholarly investigations have been conducted on English language assessment practices. Nevertheless, there is a lack of knowledge regarding the challenges and potential solutions related to implementing effective language assessment practices, particularly within Indonesian senior high schools. This study aims to investigate the perceived constraints and aspired prospective solutions associated with language assessment practices in Indonesian EFL classrooms. The data for this qualitative case study were collected by conducting in-depth interviews with fifteen EFL teachers from different senior high schools across South Sulawesi, Indonesia. Based on the thematic analysis of the data, this study revealed the perceived challenges to implementing English language assessment practices in three general categories: national policy-related issues, institution-related issues, and student-teacher-related issues. This study also revealed the need for leadership support to foster school culture support for innovative language assessment practices as the main aspired solution to implementing language assessment practices. These findings help improve understanding of the numerous factors that must be considered when putting English language assessment into practice, theoretically and practically.

This research explores language assessment practices and training preferences in Iranian English as a Foreign Language (EFL) teaching, aiming to provide valuable insights into the current landscape among 363 Iranian EFL teachers. Data collection included diverse demographics, facilitating a thorough analysis of assessment practices and preferences. Statistical analyses, such as chi-square tests, revealed a significant gap between the perceived importance and the actual proficiency of Iranian EFL teachers. Speaking skills are prioritized while listening comprehension is least emphasized. Common assessment methods include active class participation, oral presentations, and closed-ended tests, with underutilized methods suggesting a need for broader teacher development programs. The study underscores the diverse terminology used for teacher-mediated assessments, emphasizing the multifaceted nature of EFL assessment practices. In summary, the paper highlights the significance of tailored assessment literacy programs to bridge the gap and enhance English language teaching in Iran.

The appearance of two-component utterances in children’s speech is one of the key stages of speech ontogenesis. The transition from separate lexemes to sentences is a cardinal event associated not only with the development of speech skills, but also with cognitive development. Previous studies based on longitudinal data have shown that two-word utterances appear from the age of one and a half to two years. Gender differences in the acquisition of this skill have never been considered. What is new in this study is that the results are based on an analysis of a representative database of children of both sexes, as well as separately boys and girls. For the first time, the norms of syntactic development were statistically substantiated and risk groups were identified. The material of the study was a database based on 1037 MacArthur questionnaires completed by parents (487 boys and 550 girls aged 18 to 36 months). The main results confirmed the age of appearance of utterances from one and a half to two years, but important nuances were revealed. Number of girls of 19 months, whose speech contains phrases, is twice the number of boys, and the differences are statistically significant). However, at the age of 20 months the boys are chasing the girls. Then the girls are slightly ahead, but we only observe significance at 23-month age. Girls, whose results refer to the median, say utterances at 20 months, and «median» boys - about 22-month age. The risk groups are different: we see a significant delay (children in the 5th percentile) in boys at the age of 25 months and in girls at 23-month age: they do not combine words into sentences. Comparison of the results of Russian-speaking children with the results of children speaking several other languages (according to scientific literature) confirmed the opinion about the typical age of the appearance of double-syntaxemic sentences. The results obtained are valid and reliable, therefore they are valuable in diagnosing the speech development of young children, as well as in conducting scientific research at this stage.

Background. In recent years, limited phonological short-term memory has become a widely recognized clinical marker for language(-related) impairments both for monolingual and bilingual children. Usually, it is assessed by the repetition of nonwords, sentences, and digit spans. However, in the case of bilingual children, its assessment has been shown to be inaccurate due to the influence of bilinguals’ first language phonotactics and their limited command of the second language. Methods. Monolingual (n = 712) and bilingual (n = 1,004) German preschoolers (age 4;0–4;11 years) were compared with each other with respect to their German language skills and performance in German-based and “quasi-universal” nonword repetition tasks (that is, items following the phonotactic rules of German vs. many world languages). Associations of both kinds of nonword repetition tasks with children’s language impairments were quantified. Results. German language skills of the bilinguals were weaker than those of the monolinguals. Whereas the bilinguals scored significantly lower than the monolinguals in German-based nonwords, there were no considerable differences between these subgroups in quasi-universal items. Poor performance in tasks employing both German-based and quasi-universal nonwords was significantly associated with language impairments. In contrast to quasi-universal nonwords, weak performance in German-based items was more strongly associated with limited German language skills than with language impairments. Conclusions. Because nonword repetition tasks were designed to identify children with language impairments, and not those with a weak command of German, quasi-universal nonwords appear to be more appropriate for language tests than language-specific items.

Previous research on aphasia has recognised the need for cross-linguistic studies and studies on bi/multilingual aphasia. However, a study by Beveridge and Bak revealed that papers published between 2000 and 2009 were restricted to a few languages, with a clear predominance of English. The aim of this study is to present a follow-up to that study with more recent literature from the next decade (2010–2019) and to compare it with the previous one. We analysed 307 articles published between 2010 and 2019 following a similar procedure to the one used by Beveridge and Bak. The results revealed that there still is a pronounced bias towards studies on English speakers (60.29%), that the distribution of language families is similar across the two decades, with the exception of the increment in non-Indo-European languages, and that there has been an increase in studies reporting bi/multilinguals’ performance in more than one language. Still, the literature on aphasia between 2010 and 2019 seems not to reflect the reality of the world’s languages. We discuss some possible explanations for these findings related to challenges for clinical practice as well as insights for future research.

Ensuring consistent and reliable scoring is paramount in education, especially in performance-based assessments. This study delves into the critical issue of marking consistency, focusing on speaking proficiency tests in English language learning, which often face greater reliability challenges. While existing literature has explored various methods for assessing marking reliability, this study is the first of its kind to introduce an alternative statistical tool, namely the gauge repeatability and reproducibility (GR&R) approach, to the educational context. The study encompasses both intra- and inter-rater reliabilities, with additional validation using the intraclass correlation coefficient (ICC). Using a case study approach involving three examiners evaluating 30 recordings of a speaking proficiency test, the GR&R method demonstrates its effectiveness in detecting reliability issues over the ICC approach. Furthermore, this research identifies key factors influencing scoring inconsistencies, including group performance estimation, work presentation order, rubric complexity and clarity, the student's chosen topic, accent familiarity, and recording quality. Importantly, it not only pinpoints these root causes but also suggests practical solutions, thereby enhancing the precision of the measurement system. The GR&R method can offer significant contributions to stakeholders in language proficiency assessment, including educational institutions, test developers and policymakers. It is also applicable to other cases of performance-based assessments. By addressing reliability issues, this study provides insights to enhance the fairness and accuracy of subjective judgements, ultimately benefiting overall performance comparisons and decision making. [ABSTRACT FROM AUTHOR]

Many bilingual preservice teachers in Texas are not able to get certified because of language limitations. Although they have grown up listening and speaking their native language at home, with family and friends, many face challenges when using academic language in a formal setting. There is a mismatch between their language level and their actual performance. This qualitative study explored Latina preservice bilingual teachers' language proficiency levels in oral and written academic language skills during a bilingual methods course as part of the requirements for teaching certification. The participants learned about their language strengths and areas of needed improvement through diagnostic assessments; they worked on improving their language before taking a high-stakes test for bilingual teaching certification. Then data from the assessments was used to plan and tailor instruction to meet the linguistic needs of the participants. The study found participants had increased awareness of language strengths and needs; gained confidence in their language ability to speak and write using academic language. A strong recommendation for all bilingual educator preparation programs is to set minimum language entry requirements of early advanced in the target language, identify language strengths and needs as early as possible; tailor instruction targeting academic oral and writing skills, and provide opportunity for the bilingual candidates to learn about their language ability at early stages in the program. [ABSTRACT FROM AUTHOR]

Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long, well-documented history of oppression and marginalization. In this paper, we (the authors) ask the field of educational assessment/measurement to actively disrupt the White supremacist and racist logics that fuel this marginalization and re-orient itself toward assessment justice. We describe how a justice-oriented, antiracist validity (JAV) approach to validation processes can support assessment justice efforts, specifically with respect to language assessment. Relying on antiracist principles and critical quantitative methodologies, a JAV approach proposes a set of critical questions to consider when gathering validity evidence, with potential utility for language testers. [ABSTRACT FROM AUTHOR]

Children who underwent posterior fossa tumor removal may have spoken or written language impairments. The present systematic review synthesized the literature regarding the language outcomes in this population. Benefits of this work were the identification of shortcomings in the literature and a starting point toward formulating guidelines for postoperative language assessment. A systematic literature search was conducted, identifying studies with patients who had posterior fossa surgery before 18 years of age. Included studies were narratively synthesized to understand language outcomes by language function (e.g., phonology, morphosyntax) at a group and individual level. Furthermore, the influence of several mediators (e.g., postoperative cerebellar mutism syndrome (pCMS), tumor type) was investigated. A critical evaluation of the language assessment tools was conducted. The narrative synthesis of 66 studies showed that a broad spectrum of language impairments has been described, characterized by a large interindividual heterogeneity. Patients younger at diagnosis, receiving treatment for a high-grade tumor and/or radiotherapy and diagnosed with pCMS seemed more prone to impairment. Several gaps in language assessment remain, such as a baseline preoperative assessment and the assessment of pragmatics and morphosyntax. Further, there were important methodological differences in existing studies which complicated our ability to accurately guide clinical practice. Children who had posterior fossa surgery seem to be at risk for postoperative language impairment. These results stress the need for language follow-up in posterior fossa tumor survivors. • Posterior fossa tumor survivors may be at risk for language impairment. • A comprehensive language follow-up seems necessary. • Important gaps in pre- and postoperative language assessment remain. • Methodological irregularities stress the need for future research. [ABSTRACT FROM AUTHOR]

Purpose - Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL) education in Malaysia. The current study aimed to investigate the ESL teachers' practices in implementing CBA, with a specific emphasis on the alignment of their assessment procedures with the policy requirements. Methodology - Hence, this research utilizes a qualitative approach, employing data triangulation through semi-structured interviews, classroom observations, and document analysis. Four ESL teachers from two public secondary schools in the northeast district of the Malaysian city of Pulau Pinang were selected to participate in the study. The four ESL teachers taught the same grade (Form 2) at the secondary level. The data collected were analyzed through thematic analysis procedures. Findings - This research discovered that teachers demonstrate commendable practices in planning the CBA. They exhibited discernment by formulating instructional objectives in line with the curriculum document. However, a misalignment was observed in teachers' practices during the implementation phase. Despite employing various assessment methods, teachers predominantly leaned towards formal assessments, with less emphasis on studentcentred approaches. Challenges surfaced when explicit learning objectives were not effectively communicated, and the use of standardized rubrics, was not tailored to students' diverse capabilities. At the reporting phase, concerns were raised about an excessive focus on administrative data recording. This study brought to light that teachers relied on the accumulation of students' grades and marks to determine the mastery levels, thus corroborating with the examoriented practices. Significance - This study holds significant value for the field of ESL education in Malaysia by shedding light on the actual implementation of CBA and its alignment with policy directives. By providing information on how policies are implemented at the local level, contributes to the improvement of assessment policies that can be tailored to classroom realities. [ABSTRACT FROM AUTHOR]

This study examines the perceptions and responses of Vietnamese teachers of English as a Foreign Language (EFL) to academic integrity concerns that arise from the use of AI, specifically chatbots like ChatGPT, in foreign language education. The study employed an open-ended survey to collect data from 31 Vietnamese EFL teachers who were asked to share their views on AI-based academic dishonesty, identify perceived causes, outline consequences for students engaging in AI-based plagiarism, and articulate their pedagogical responses to the issue. The study found that teachers primarily attributed students' AI-driven plagiarism to a deficiency in original ideas, poor learning attitudes and motivation, and students' linguistic competencies. The over-reliance on AI was identified as a hindrance to the development of knowledge and skills such as critical thinking and language proficiency. In response to academic dishonesty, teachers advocated for increased regulations, the implementation of AI-based plagiarism detectors, and education on responsible AI use. The findings underscore the importance of adapting language teaching pedagogies and assessments to incorporate personalised learning and process-oriented teaching approaches that support critical thinking and genuine learning motivation. The insights derived from this research contribute to a deeper understanding of EFL educators' perspectives, offering valuable input for the development of policies and practices aimed at promoting academic integrity in the AI era. [ABSTRACT FROM AUTHOR]

Understanding the impact of room acoustics on non-native listeners is crucial, particularly in standardized English as a foreign language (EFL) proficiency testing environments. This study aims to elucidate how acoustics influence test scores, considering variables overlooked in prior research such as seat position and baseline language proficiency. In this experiment, 42 Japanese university students' performance on standardized EFL listening tests was assessed in two rooms with distinct acoustic qualities, as determined by the speech transmission index (STI) and reverberation time (RT). The rooms differed significantly in their STI values and RT measurements, with one exhibiting high speech intelligibility qualities of ≥0.66 STI and RT0.5–2kHz < 0.7 s and the other falling below these benchmarks. The findings revealed that listening test scores were consistently higher in the acoustically favorable room across all participants. Notably, the negative effect of poor acoustics was more pronounced for students with lower baseline language proficiency. No significant score differences were observed between front- and rear-seat positions, suggesting that overall room acoustics may be more influential than individual seating locations. The study concludes that acoustics play a significant role in the standardized EFL test performance, particularly for lower-proficiency learners. This highlights the necessity of standardized testing environments to be more carefully selected in order to ensure the fair and reliable assessment of language proficiency. [ABSTRACT FROM AUTHOR]