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Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests Open
To explore the potential of a semi-direct speaking test to assess a wider range of communicative language ability, the researchers developed four semi-direct speaking tasks – two designed to elicit features of interactional competence (IC)…
Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers Open
Assessment has had an enduring influence on teaching and learning English as a Foreign Language (EFL). The conceptualization and enactment of formative assessment as an integral foundation of learning-oriented assessment (LOA) has become t…
Assessing interactional competence Open
This paper is positioned at the interface of second/foreign language (L2) assessment and Conversation Analysis-Second Language Acquisition (CA-SLA). It explores challenges of ratability in assessing interactional competence (IC) from three…
Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks Open
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 appro…
Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice Open
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to…
L. Cheng & J. Fox. Assessment in the Language Classroom: Teachers Supporting Student Learning. Open
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Learning oriented feedback in the development and assessment of interactional competence (Research Notes, Issue 70) Open
Free to read on publisher website This project developed practical tools to support the classroom assessment of learners’ interactional competence (IC) and provide learning-oriented feedback in the context of Cambridge English: First (now …
Catchment Typologies Workshop report, Feb 2017, Edinburgh Open
This report summarises the discussion and outcomes of a workshop held in Edinburgh in February 2017 to further an area of work on catchment typologies under the Scottish Government’s strategic research programme area on waters. \n \nThe wo…
Features of discourse and lexical richness at different performance levels in the APTIS speaking test (AR-G/2017/2) Open
This study investigated features of discourse competence and vocabulary use across levels and tasks in the Aptis Speaking Test. These features are considered to be strongly linked with general performance and are in both the Common Europea…
View article: Transitioning from university to the workplace:Stakeholder perceptions of academic and professional writing demands.
Transitioning from university to the workplace:Stakeholder perceptions of academic and professional writing demands. Open
This study provides a detailed insight into the \nchanging writing demands from the last year of \nuniversity study to the first year in the workforce \nof engineering and accounting professionals. \nThe study relates these to the demands …
View article: Transitioning from university to the workplace: Stakeholder perceptions of academic and professional writing demands [IELTS Research Reports Online Series, Reference: 2016/1]
Transitioning from university to the workplace: Stakeholder perceptions of academic and professional writing demands [IELTS Research Reports Online Series, Reference: 2016/1] Open
This study provides a detailed insight into the changing writing demands from the last year of university study to the first year in the workforce of engineering and accounting professionals. The study relates these to the demands of the w…
Chinese EFL Students’ Response to an Assessment Policy Change Open
The relationship between assessment and learning has been an enduring focus of research in educational contexts (Broadfoot, 2007). There is now a consensus that assessment and student learning are mutually and inextricably linked: it is cl…