Sentence examples for for language assessment from inspiring English sources

In the second case, the application of modern information and communications technology to the College English Test demonstrates the need for broadening the construct of language proficiency by adopting an interactionalist approach to construct definition, and the challenges of such an innovative approach presents for language assessment practices.

The procedures for language assessment were previously described.

Sentence repetition appears to be a valuable tool for language assessment because it draws upon a wide range of language processing skills.

The removal of three items from the SIB language subscale yielded the SIB-L scale, an efficient and reliable tool for language assessment in moderate-to-severe AD patients.

Because of the lack of assessment tools available in many of the L1s spoken among North American children and the impracticality (and methodological concerns) of translating English tests, many researchers have argued for alternate means of language assessment for bilingual children.

Holding professional conferences, seminars or workshops that concern the principles and practice of language assessment for these non-practicioners might assist them to have a more thorough understanding of language testing, such as the construct of English proficiency tests, or what proficiency tests aims to measure.

Research studies focused on collecting evidence for the validity argument of test score interpretations and decisions have been the subject of empirical investigations for decades in the field of language assessment.

However, each of the tests used for neuropsychological and language assessment had been validated for normal populations, providing assurance that the intellectual deficits noted were the result of Salmonella meningitis.

This highlights the TYN Test's potential for use as an English language proficiency placement tool, or for tracking and monitoring changes in written academic English proficiency among matriculated students for Post-Enrolment Language Assessment (PLA) purposes.

Despite the fairly imbalanced representation of the four skills in the content courses taught by the participants, their views were generally consistent with the proposed direction for the on-going reform of English language assessment for university admission in Japan.

What are content course faculty members' perceptions of the introduction of four-skill English language assessment for university entrance examinations?  .