SiLA back issues
-
Volume 13, Issue 2, 2024
SPECIAL ISSUE: Rethinking classroom language assessment in the wake of the COVID-19 pandemic
GUEST EDITORS: Matthew E. Poehner & Ofra Inbar-LourieArticles
Book Creator as a tool of formative assessment in the TEFL classroom: Emergency remote teaching during wartime
Viktoriia Osidak, Olga Kvasova, Tamara Kavytska & Viktoriia Drobotun, Taras Shevchenko National University of KyivThe efficacy of automated feedback on summary content in an online formative assessment module for undergraduate L2 writing instruction in Japan
Yasuyo Sawaki, Waseda University, Yutaka Ishii, Chiba University & Yoko Oi, Seisen UniversityEnglish teachers’ perceptions of feedback practices under emergency remote teaching conditions: Insights for future use
Toni Mäkipää, University of Helsinki & Anna Soltyska, Ruhr University BochumInsights from emergency remote language assessment for a post-pandemic world
Karin Vogt, University of Education Heidelberg & Dina Tsagari, Oslo Metropolitan UniversityFostering young students’ writing skill development and self-regulation through Dynamic Assessment feedback during pandemic disruptions
Angelie Ignacio, Eunice Eunhee Jang, Aisha Heywood, Melissa R. Hunte & Han Lai, University of TorontoBook review
Fundamental Considerations in Technology Mediated Language Assessment (1st ed.)
Reviewed by Taichi Yamashita, Kansai University -
Volume 13, Issue 1, 2024
Articles
Eyes on the ball: Teachers’ rating processes when assessing a national L2 speaking test through the lens of their scoring document
Liliann Byman Frisén, Karlstad UniversityInvestigating the quality of source integration in an academic writing exam
Amber Vanderwoude & Liubou Shefarevich, Second Language Testing, Inc.Validity argument of an Interactional Competence checklist: Perspectives and many-facets Rasch analysis
Zahra Montasseri & Alireza Ahmadi, Shiraz UniversityEconomic return of English language proficiency: Do English proficiency scores predict employee income in China?
Xun Yan, University of Illinois at Urbana-Champaign / Beckman Institute for Advanced Science and Technology, Ping-Lin Chuang, University of Illinois at Urbana-Champaign & Cong Zhang, Shandong UniversityRemote Proctoring in language assessment: Exploring the impact on test-takers’ scores and perceptions
Radosveta B. Valkova, Lancaster University,Investigating level descriptors and their impact on validity
Craig Grocott, University of Bergen, Eli Moe, University of Bergen & Norman Verhelst, EurometricsAI language models: A breach of academic integrity in online language learning?
Omer Ozer, Adana Alparslan Turkes Science and Technology UniversityComparing automated analysis and human analysis of hedging in academic texts
Rachael Ruegg, Victoria University of Wellington & Pansa Prommas, Prince of Songkla UniversityBook review
Innovation in Learning-Oriented Language Assessment.
Reviewed by Yue Sun & Dunlai Lin, Beijing Normal University -
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 LuxtonArticles
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 areasSusan 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 qualificationMargaret 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
- Phantom young English language learners: The shadowy presence of second language proficiency in (English medium) early childhood assessment
-
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
- Students’ perceptions of teacher assessment practices in foreign language emergency remote teaching during Covid-19 in Finland
-
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.
- Front matter and Introduction