Background: Pragmatic communication difficulties encompass many distinct behaviours, including the use of vague and/or insufficient language, a common characteristic following traumatic brain injury (TBI) that negatively impacts psychosocial outcomes. Existing assessments evaluate pragmatic communication broadly, often with only one or two items…

Purpose: This study examined the internal consistency reliability, interrater reliability, and concurrent validity of the norm-referenced Test of Early Written Language--Third Edition (TEWL-3) to determine if it is an appropriate measure to use when determining if elementary children who are deaf and hard of hearing (DHH) meet grade-level writing…

Purpose: This study aims (a) to assess the psychometric properties of a French adaptation of the Assessment of Pragmatic Abilities and Cognitive Substrates (APACS-Fr), a comprehensive test of pragmatic abilities for French-speaking adolescents and adults, and (b) to use it to study lifespan variations in pragmatic abilities, to determine when…

Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This article describes a process for developing vocabulary measures designed to facilitate data-driven decision-making for kindergarten and first-grade students…

Purpose: Our aim was to evaluate the psychometric properties of the online administered format of the Test of Narrative Language--Second Edition (TNL-2; Gillam & Pearson, 2017), given the importance of assessing children's narrative ability and considerable absence of psychometric studies of spoken language assessments administered online.…

Purpose: Our aim was to evaluate the psychometric properties of the online administered format of the Test of Narrative Language--Second Edition (TNL-2; Gillam & Pearson, 2017), given the importance of assessing children's narrative ability and considerable absence of psychometric studies of spoken language assessments administered online.…

This study was primarily aimed at developing an English-speaking proficiency test and analytic rubrics designed to measure speaking proficiency of Malaysian undergraduates. On the basis of Littlewood's Methodological Framework and Long's Interaction Hypothesis, the researchers derived three speaking tasks from four sources: (a) syllabus of the…

Prominent spoken language assessments such as the Oral Proficiency Interview and the Test of Spoken English have been primarily concerned with speaking ability as it relates to conversation. This paper looks at an additional aspect of spoken language ability, namely public speaking. This study used an adapted form of a public speaking rating scale…

Background: Children's low scores on vocabulary tests are often erroneously interpreted as reflecting poor cognitive and/or language skills. It may be necessary to incorporate the measurement of word-learning ability in estimating children's lexical abilities. Aims: To explore the reliability and validity of the Dynamic Assessment of…

Language assessment literacy refers to language instructors' familiarity with testing definitions and the application of this knowledge to classroom practices in general and specifically to issues related to assessing language. While it is widely agreed that classroom teachers need to assess student progress, many teachers and other test…

The Applied Language Centre at University College Dublin offers foreign language modules to students in ten languages at CEFR [Common European Framework of Reference for Languages] levels ranging from A1 to B2. Efforts have been underway in the Centre to standardise the assessment components across languages to ensure parity between module credits…

This study investigates the validity of the Diagnostic College English Speaking Test (DCEST) in the context of EFL teaching and learning in China. The experiment was conducted in three stages over the course of eight weeks at a national key university in China. By means of test administration and questionnaire survey, the researcher gathered…

Alternative approaches are discussed for use of e-rater[R] to score the TOEFL iBT[R] Writing test. These approaches involve alternate criteria. In the 1st approach, the predicted variable is the expected rater score of the examinee's 2 essays. In the 2nd approach, the predicted variable is the expected rater score of 2 essay responses by the…

Integrated tasks are currently employed in a number of L2 exams since they are perceived as an addition to the writing-only task type. Given this trend, the current study investigates composite score generalizability of both reading-to-write and writing-only tasks. For this purpose, a multivariate generalizability analysis is used to investigate…

Purpose: To determine the psychometric properties of the Preschool Repetition (PSRep) Test (Roy & Chiat, 2004), to establish the range of performance in typically developing children and variables affecting this performance, and to compare the performance of clinically referred children. Method: The PSRep Test comprises 18 words and 18…