SiLA current issue
Volume 12, Issue 2, 2023
SPECIAL ISSUE: Including the excluded: Young language learners and fair assessment in school and early childhood
GUEST EDITORS: Denise Angelo, Catherine Hudson & Julie Luxton
Articles
SECTION 1: Language learners and mismatched mainstream and standardised assessments
Phantom young English language learners: The shadowy presence of second language proficiency in (English medium) early childhood assessment
Denise Angelo & Catherine Hudson, Australian National University
Unguided. Assessing young EAL/D learners' achievements in mainstream curriculum areas
Susan Poetsch, University of Sydney
The new national literacy tests for post-primary students in Aotearoa New Zealand: How process and design issues undermine principles of a strong and fair qualification
Margaret Franken, Independent Researcher
SECTION 2: Improving ways of working and assessing for language learners
Fairer for all: Teachers identifying and solving problems with the assessment of English language learners in the mainstream classroom
Rosemary Erlam, Waipapa Taumata Rau |University of Auckland
A fair go: Translanguaging and assessment practices in a New Zealand junior college
Simon Crosby, Waipapa Taumata Rau |University of Auckland
Making room for learning and assessing together in bilingual, bicultural teaching teams at a remote Warlpiri school in Central Australia
Emma Browne, Australian National University
Seeing the positives in assessment. Contributing to a “literature of doing” school-based Aboriginal language revival programs
Jasmine Seymour & Denise Angelo, Australian National University
SECTION 3: Development and implementation of purpose-built assessment tools
A culturally sustaining and valid Alaska Native Language (Yugtun) assessment for school children
Rosalie Grant, University of Wisconsin-Madison, Gayle Arnaqulluk Miller, Yup'ik Curriculum Design & Gary Cook, University of Wisconsin-Madison
Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)
Catherine Hudson, Australian National University, Denise Angelo, Australian National University & Sue Creagh, The University of Queensland
EAL/D or an additional need? A cycle of learning, teaching and assessment to discern if an EAL/D student has additional needs to learning English
Bernadette Barker, Independent Consultant
Developing the Little Kids’ Word List app, a fair assessment tool of communicative development for young Aboriginal children in multilingual families in Central Australia
Carmel O’Shannessy, Australian National University, Vanessa Davis, Australian National University / Tangentyere Council, Jessie Bartlett, Red Dust Role Models, Alice Nelson, Red Dust Role Models & Denise Foster, Tangentyere Council
PAST ISSUES
Volume 12, Issue 1, 2023
Articles
- Students’ perceptions of teacher assessment practices in foreign language emergency remote teaching during Covid-19 in Finland
Toni Mäkipää, University of Helsinki.
https://doi.org/10.58379/AHRY2151 - An exploratory study of the construct measured by automated writing scores across task types and test occasions
Khaled Barkaoui & Johanathan Woodworth, York University.
https://doi.org/10.58379/QCFS2805 - Decision making in large-scale language testing: Intersections of policy, practice and research
Yan Jin, Shanghai Jiao Tong University.
https://doi.org/10.58379/HKKX5020
Test review
- The listening and speaking test of NMET Shanghai
Reviewed by Mingwei Pan, Shanghai International Studies University & Yang Wang, Shanghai International Studies University / Shanghai Maritime University.
https://doi.org/10.58379/HECA7505
Book reviews
- Measuring Native-Speaker Vocabulary Size.
Reviewed by Is’haaq Akbarian, University of Qom.
https://doi.org/10.58379/ODTO7359 - The Diagnosis of Writing in a Second or Foreign Language.
Reviewed by Michelle Czajkowski, Radboud University.
https://doi.org/10.58379/EHKC5122
______________________________________________
Volume 11, Issue 2, 2022
Articles
- Uludag, Pakize., McDonough, Kim and Trofimovich, Pavel. Exploring shared and individual assessment of paired oral interactions
- Liu, Tingting and Aryadoust, Vahid. The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety
- Glasson, Nicholas. Is the devil you know better? Testwiseness and eliciting evidence of interactional competence in familiar versus unfamiliar triadic speaking tasks
- Akgün, Hatice & Ünaldı, Aylin. Investigating cognitive processes in different item formats in reading tests through eye-tracking and verbal protocols
- Hilden, Raili., Pulkkinen, Jonna & Rautopuro, Juhani. The meaningfulness of two curriculum-based national tests of English as a foreign language
Test review
- College English Test–Spoken English Test (CET-SET)
Reviewed by Lin Zhang, Shanghai Jiao Tong University
_______________________________________________________________________________________
Volume 11, Issue 1, 2022
SPECIAL ISSUE: Contextualising language assessment literacy
- Front matter and Introduction
Introduction by Guest Editors Dina Tsagari and Karin Vogt
Articles
- Vogt, Karin and Tsagari, Dina. Language assessment literacy and test validation:
Highlighting the role of language teachers - Hill, Kathryn and Ducasse, Ana Maria. Contextual variables in written assessment feedback in a university-level Spanish program
- Kvasova,Olga., Shevchenko, Taras., Hnapovska, Lyudmyla., Kalinichenko, Vira and Budas, Iuliia. Implications of training university teachers in developing local writing rating scales
- Zabala Delgado, Julia and Rodriguez, Cristina. Language assessment literacy of language teachers in the context of adult education in Spain
- Shahzadi, Amina & Ducasse, Ana María. Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan
- Bøhn, Henrik & Tsagari, Dina. Language assessment literacy: Understanding the construct from Norwegian EFL teachers’ perspective
Book reviews
- Gebril, A. (Eds.) Learning-Oriented Language Assessment: Putting Theory into Practice.
Reviewed by Armin Berger.
______________________________________________________________________
PLTA
Volume 10, Issue 2, 2021
Articles
- Barrows, Jacob G. and Cox, Troy L. The effect of prompt accent on elicited imitation assessments in English as a second language
- Burton, Dylan J. The face of communication breakdown: Multimodal repair in L2 oral proficiency interviews
Book reviews
- Salaberry, M.R. and Burch, A.R. (Eds.) Assessing Speaking in Context: Expanding the Construct and its Applications. Reviewed by Ying Chen and Qi Lu.
- Dimova, S., Yan, X. and Ginther, A. Local Language Testing: Design, Implementation and Development. Reviewed by Michelle Czajkowski.
______________________________________________________________________
Volume 10, Issue 1, 2021
SPECIAL ISSUE: Negotiating tensions between language assessment policies and practices: the role of the language testing professional: A celebration of 30 years of work at the University of Melbourne’s Language Testing Research Centre (1990-2020)
- Front matter and Introduction
Introduction by Guest Editor Cathie Elder - Forward
Language testing within policy contexts: Conceptual and instrumental challenges by Tim McNamara
Articles
- Elder, Cathie. Towards ‘policy responsible’ language assessment: Framing the Language Testing Research Centre’s contribution in languages other than English
- Knoch, Ute. The challenges of providing expert advice in policy contexts
- Macqueen, Susy., Pill, John., Knoch, Ute. Trust the test: Score-user perspectives on the roles of language tests in professional registration and skilled migration
- Frost, Kellie. Negotiating the boundaries of responsibility: Rethinking test takers and the ethics of testing
Coda
- Lo Bianco, Joe. The Generations: Research and Application at the LTRC
Book reviews
- Fan, J. The Development and Validation of Standards in Language Testing. Reviewed by Yan Jin.
- Knoch, U and Macqueen, S. Assessing English for Professional Purposes. Reviewed by Kathryn Hill.