Validity argument for assessing L2 pragmatics in interaction using mixed methods.
- Published in:
- Language Testing, 2015, v. 32, n. 2, p. 199, doi. 10.1177/0265532214557113
- By:
- Publication type:
- Article
Works matching IS 02655322 AND DT 2015 AND VI 32 AND IP 2
Results: 9
1
2
What accounts for integrated reading-to-write task scores?
- Published in:
- Language Testing, 2015, v. 32, n. 2, p. 259, doi. 10.1177/0265532214560257
- By:
- Publication type:
- Article
3
Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability.
- Published in:
- Language Testing, 2015, v. 32, n. 2, p. 227, doi. 10.1177/0265532214558457
- By:
- Publication type:
- Article
4
Book Review: Testlet Response Theory and Its Applications.
- Published in:
- 2015
- By:
- Publication type:
- Book Review
5
Book review: Criterial Features in L2 English: Specifying the Reference Levels of the Common European Framework.
- Published in:
- 2015
- By:
- Publication type:
- Book Review
6
Book Review: Uneducated Guesses: Using Evidence to Uncover Misguided Education Policies.
- Published in:
- 2015
- By:
- Publication type:
- Book Review
7
Language assessment training in Hong Kong: Implications for language assessment literacy.
- Published in:
- 2015
- By:
- Publication type:
- Case Study
8
Interrogating the construct of aviation English: Feedback from test takers in Korea.
- Published in:
- Language Testing, 2015, v. 32, n. 2, p. 129, doi. 10.1177/0265532214544394
- By:
- Publication type:
- Article
9
The incremental contribution of TOEIC® Listening, Reading, Speaking, and Writing tests to predicting performance on real-life English language tasks.
- Published in:
- Language Testing, 2015, v. 32, n. 2, p. 151, doi. 10.1177/0265532214551855
- By:
- Publication type:
- Article