Add to ORKGThis paper discusses a concurrent validity study of two tests of Dutch for academic purposes, one of which is task-based and one of which is not. A quantitative and qualitative analysis was conducted to determine to what extent both tests measure the same skills at the same level.status: publishe
In Flanders, Belgium, university admission of undergraduate international L2 students requires a cer...
Item does not contain fulltextThis study examines the associations between the speaking proficiency ...
If we characterise language tests as applied linguistic instruments, we may argue that they therefor...
For language tests to be in tune with the target context, a constant attention to the shifting chara...
This study compares the results of three groups of participants on the writing component of a centra...
Since 2010, several KU Leuven faculties and colleges participate in a large-scale, low-stakes langua...
The project Taalvaardig aan de STart (TaalVaST) tries to tackle a number of problems concerning the ...
In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted...
Validity is a fundamental consideration in language testing. Conceptions of validity have undergone ...
Validating Parallel Language Tests investigates the parallelness of the school level two equivalent ...
This paper aims at presenting the results of a pilot study which investigated whether some instrumen...
Purpose: This study evaluated a newly developed quasi-universal nonword repetition task (Q-U NWRT) a...
It seems possible to evaluate language proficiency as behavioral ability by: (1) observing authentic...
In second language (L2) learning research, learners’ proficiency levels and progress are often inves...
This article summarizes findings from investigations into the development and use of a prototype Eng...
In Flanders, Belgium, university admission of undergraduate international L2 students requires a cer...
Item does not contain fulltextThis study examines the associations between the speaking proficiency ...
If we characterise language tests as applied linguistic instruments, we may argue that they therefor...
For language tests to be in tune with the target context, a constant attention to the shifting chara...
This study compares the results of three groups of participants on the writing component of a centra...
Since 2010, several KU Leuven faculties and colleges participate in a large-scale, low-stakes langua...
The project Taalvaardig aan de STart (TaalVaST) tries to tackle a number of problems concerning the ...
In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted...
Validity is a fundamental consideration in language testing. Conceptions of validity have undergone ...
Validating Parallel Language Tests investigates the parallelness of the school level two equivalent ...
This paper aims at presenting the results of a pilot study which investigated whether some instrumen...
Purpose: This study evaluated a newly developed quasi-universal nonword repetition task (Q-U NWRT) a...
It seems possible to evaluate language proficiency as behavioral ability by: (1) observing authentic...
In second language (L2) learning research, learners’ proficiency levels and progress are often inves...
This article summarizes findings from investigations into the development and use of a prototype Eng...
In Flanders, Belgium, university admission of undergraduate international L2 students requires a cer...
Item does not contain fulltextThis study examines the associations between the speaking proficiency ...
If we characterise language tests as applied linguistic instruments, we may argue that they therefor...