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A many-facet Rasch analysis of the second language group oral discussion task

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References

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Cited by

2008Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms216 cited
2009The influence of interlocutor proficiency in a paired oral assessment115 cited
2010Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs?

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111 cited

2006Validity evidence in a university group oral test111 cited

2009The effects of group members' personalities on a test taker's L2 group oral discussion test scores106 cited

2015The influence of training and experience on rater performance in scoring spoken language103 cited

2010Interaction in group oral assessment: A case study of higher- and lower-scoring students94 cited

2012The Rasch wars: The emergence of Rasch measurement in language testing92 cited

2014A comparison of video- and audio-mediated listening tests with many-facet Rasch modeling and differential distractor functioning85 cited

2006A corpus-based investigation into the validity of the CET-SET group discussion76 cited

2014The extent to which TOEFL iBT speaking scores are associated with performance on oral language tasks and oral ability components for Japanese university students72 cited

2009Developments and Challenges in the Use of Computer‐Based Testing for Assessing Second Language Ability72 cited

2011Effects of test-taker characteristics and the number of participants in group oral tests71 cited

2014The potential of the L2 group oral to elicit discourse with a mutual contingency pattern and afford equal speaking rights in an ESP context66 cited

2007Reading comprehension exercises online: The effects of feedback, proficiency and interaction66 cited

2009Are two heads better than one? Pair work in L2 assessment contexts64 cited