An investigation of integrative and independent listening test tasks in a computerised academic English test

Wei, Wei; Zheng, Ying

doi:10.1080/09588221.2017.1373131

Cited by 11 publications

(4 citation statements)

References 41 publications

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“…However, assessment should engage teachers and students to occur the students' achievement and to take it to a further level. The second study talks about modern assessment using a computer-scored language test through the Pearson Test of English (PTE) Academic (Wei, 2017). PTE Academic includes 11 elements that measure student communication abilities either on their own or in conjunction with other abilities.…”

Section: Introductionmentioning

confidence: 99%

Online Assessment during Covid-19 Pandemic: EFL Teachers’ Perspectives and Their Practices

Yulianto¹,

Mujtahid

2021

JET

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The Covid-19 pandemic made a change in learning activities from face-to-face into online distance learning. Meanwhile, teachers need to evaluate student achievements weekly even during the Covid-19 pandemic. This study aims to find out about teachers’ perspectives and their practices on the use of online assessment during Covid-19 in the context of ELT classroom. A case study design was used to answer the purpose of this research. An open-ended questionnaire and online interviews were performed to collect the data. This study revealed the teachers had a negative perception about online assessment during the Covid-19 pandemic. They got some obstacles while conducting the assessment test such as (1) the internet connection; (2) the validity of the assessment; (3) and the low of students’ enthusiasm. However, in practice, during Covid-19, the use of online assessment helps the teachers in distributing the material and assessing students’ achievement. Implications for perception and practice are also discussed.

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Section: Introductionmentioning

confidence: 99%

Online Assessment during Covid-19 Pandemic: EFL Teachers’ Perspectives and Their Practices

Yulianto¹,

Mujtahid

2021

JET

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“…A clear construct definition of L-W tasks would be essential to determine how relevance of ideas among others should be awarded. However, more research is needed to (re)define the intended construct of L-W and to determine best practice approaches to operationalising this construct through L-W tasks, with recent research showing that the various independent and integrated listening tasks all measure the same construct of listening (Wei & Zhang, 2017).…”

Section: Resultsmentioning

confidence: 99%

Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks

Chan

May

2022

Language Testing

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Despite the increased use of integrated tasks in high-stakes academic writing assessment, research on rating criteria which reflect the unique construct of integrated summary writing skills is comparatively rare. Using a mixed-method approach of expert judgement, text analysis, and statistical analysis, this study examines writing features that discriminate summaries produced by 150 candidates at five levels of proficiency on integrated reading-writing (R-W) and listening-writing (L-W) tasks. The expert judgement revealed a wide range of features which discriminated R-W and L-W responses. When responses at five proficiency levels were coded by these features, significant differences were obtained in seven features, including relevance of ideas, paraphrasing skills, accuracy of source information, academic style, language control, coherence and cohesion, and task fulfilment across proficiency levels on the R-W task. The same features did not yield significant differences in L-W responses across proficiency levels. The findings have important implications for clarifying the construct of integrated summary writing in different modalities, indicating the possibility of expanding integrated rating categories with some potential for translating the identified criteria into automated rating systems. The results on the L-W indicate the need for developing descriptors which can more effectively discriminate L-W responses.

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“…In terms of integrated writing assessment, there appears to be mixed attitudes towards the implementation of integrated tasks in high-stake English language tests (Wei & Zheng, 2017), and one possible reason may be due to the lack of comprehensive L2 read-to-write or listen-to-write constructs (Plakans, 2008;Sawaki et al, 2013;Zheng & Mohammadi, 2013).…”

Section: Non-prompt Recurrent Word Combinationsmentioning

confidence: 99%

A Comparative Study of Chinese Test Takers’ Writing Performance in Integrated and Discrete Tasks: Scores and Recurrent Word Combinations in PTE Academic

Chen

Zheng²

2022

Assessing the English Language Writing of Chinese Learners of English

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Despite an increasing number of studies on L1 Chinese students' L2 English writing in recent years, little research is conducted on Chinese test takers' performance in high-stakes international tests, particularly in terms of how integrated and discrete assessment may impact on their writing. This book chapter, therefore, aims to fill this gap by comparing Chinese and non-Chinese test takers' responses in different writing tasks of PTE Academic in terms of scoring and use of recurrent word combinations. As an international test of academic English, PTE Academic includes both the traditional design of independent essay writing as well as two integrated tasks of summary writing from listening or reading input.Written samples from 500 Chinese test takers and another 500 test takers of other L1s were randomly chosen from PTE Academic and analysed. The results indicate that Chinese test takers outperformed their non-Chinese peers in the tasks of read-to-summarise and essay writing. Chinese test takers also tended to write longer responses with more occurrences of recurrent word combinations, and they used more stance expressions in the essays compared with their peers. A closer examination of highly frequent word combinations, however, suggests a relationship between task type and the language elicited, regardless of test takers' L1.

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An investigation of integrative and independent listening test tasks in a computerised academic English test

Cited by 11 publications

References 41 publications

Online Assessment during Covid-19 Pandemic: EFL Teachers’ Perspectives and Their Practices

Online Assessment during Covid-19 Pandemic: EFL Teachers’ Perspectives and Their Practices

Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks

A Comparative Study of Chinese Test Takers’ Writing Performance in Integrated and Discrete Tasks: Scores and Recurrent Word Combinations in PTE Academic

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