VOLUME 13, ISSUE 1, 2024
Front matter
Articles
Book review
VOLUME 13, ISSUE 2, 2024
SPECIAL ISSUE: Rethinking classroom language assessment in the wake of the COVID-19 pandemic
GUEST EDITORS: Matthew E. Poehner & Ofra Inbar-Lourie
Front matter
Introduction
Articles
Book review
Front matter
Articles
- Eyes on the ball: Teachers’ rating processes when assessing a national L2 speaking test through the lens of their scoring document
Liliann Byman Frisén, Karlstad University - Investigating the quality of source integration in an academic writing exam
Amber Vanderwoude & Liubou Shefarevich, Second Language Testing, Inc. - Validity argument of an Interactional Competence checklist: Perspectives and many-facets Rasch analysis
Zahra Montasseri & Alireza Ahmadi, Shiraz University - Economic return of English language proficiency: Do English proficiency scores predict employee income in China?
Xun Yan, University of Illinois at Urbana-Champaign / Beckman Institute for Advanced Science and Technology, Ping-Lin Chuang, University of Illinois at Urbana-Champaign & Cong Zhang, Shandong University - Remote Proctoring in language assessment: Exploring the impact on test-takers’ scores and perceptions
Radosveta B. Valkova, Lancaster University, - Investigating level descriptors and their impact on validity
Craig Grocott, University of Bergen, Eli Moe, University of Bergen & Norman Verhelst, Eurometrics - AI language models: A breach of academic integrity in online language learning?
Omer Ozer, Adana Alparslan Turkes Science and Technology University - Comparing automated analysis and human analysis of hedging in academic texts
Rachael Ruegg, Victoria University of Wellington & Pansa Prommas, Prince of Songkla University
Book review
- Innovation in Learning-Oriented Language Assessment.
Reviewed by Yue Sun & Dunlai Lin, Beijing Normal University
VOLUME 13, ISSUE 2, 2024
SPECIAL ISSUE: Rethinking classroom language assessment in the wake of the COVID-19 pandemic
GUEST EDITORS: Matthew E. Poehner & Ofra Inbar-Lourie
Front matter
Introduction
Articles
- Book Creator as a tool of formative assessment in the TEFL classroom: Emergency remote teaching during wartime
Viktoriia Osidak, Olga Kvasova, Tamara Kavytska & Viktoriia Drobotun, Taras Shevchenko National University of Kyiv - The efficacy of automated feedback on summary content in an online formative assessment module for undergraduate L2 writing instruction in Japan
Yasuyo Sawaki, Waseda University, Yutaka Ishii, Chiba University & Yoko Oi, Seisen University - English teachers’ perceptions of feedback practices under emergency remote teaching conditions: Insights for future use
Toni Mäkipää, University of Helsinki & Anna Soltyska, Ruhr University Bochum - Insights from emergency remote language assessment for a post-pandemic world
Karin Vogt, University of Education Heidelberg & Dina Tsagari, Oslo Metropolitan University - Fostering young students’ writing skill development and self-regulation through Dynamic Assessment feedback during pandemic disruptions
Angelie Ignacio, Eunice Eunhee Jang, Aisha Heywood, Melissa R. Hunte & Han Lai, University of Toronto
Book review
- Fundamental Considerations in Technology Mediated Language Assessment (1st ed.)
Reviewed by Taichi Yamashita, Kansai University