This article reports on the development of the literary portfolio as an alternative to standard written tests in summative assessment of literary competences in the English as a foreign language (EFL) classroom. It is argued that traditional class tests put a too narrow focus on those aspects of literary competences that are more readily…

This study investigated whether young Korean students learning English as a foreign language (EFL) engage in similar processes when responding to reading comprehension questions delivered in two different test-presentation modes: paper and computer. It examined the relationship between the two modes and test-takers' reading comprehension…

Substantial progress has been made toward applying technology enhanced conversation-based assessments (CBAs) to measure the English-language proficiency of English learners (ELs). CBAs are conversation-based systems that use conversations among computer-animated agents and a test taker. We expanded the design and capability of prior…

On the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of…

This presentation explains and illustrates how computer-based innovative test tasks are designed in a multi-semiotic environment to effectively and comprehensibly convey meaning to students, especially English language learners (ELLs), students with learning disabilities (LDs), selected other students with disabilities, and non-identified native…

This study examined the role of domain-general and domain-specific linguistic knowledge in the assessment of academic English language proficiency using a latent variable modeling approach. The goal of the study was to examine if modeling of domain-specific variance results in improved model fit and well-defined latent factors. Analyses were…