Studies in Language Assessment
短名 | SiLA |
Journal Impact | 0.21 |
国际分区 | LINGUISTICS(Q4) |
ISSN | 2653-5335 |
h-index |
出版信息 | 出版商: The Association for Language Testing and Assessment of Australia and New Zealand,出版周期: ,期刊类型: journal |
基本数据 | 创刊年份: ,原创研究文献占比: 91.67%,自引率:, Gold OA占比: 0.00% |
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最新文章
Studies in Language Assessment
2023-1-20
A fair go: Translanguaging and assessment practices in a New Zealand junior college
2023-1-1
Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)
2023-1-1
Students’ perceptions of teacher assessment practices in foreign language emergency remote teaching during Covid-19 in Finland
2023-1-1
An exploratory study of the construct measured by automated writing scores across task types and test occasions
2023-1-1
Decision making in large-scale language testing: Intersections of policy, practice and research
2023-1-1
The listening and speaking test of NMET Shanghai
2023-1-1
Making room for learning and assessing together in bilingual, bicultural teaching teams at a remote Warlpiri school in Central Australia
2023-1-1
Seeing the positives in assessment. Contributing to a “literature of doing” school-based Aboriginal language revival programs
2023-1-1
Fairer for all: Teachers identifying and solving problems with the assessment of English language learners in the mainstream classroom
2023-1-1
I.S.P. Nation & A. Coxhead. Measuring Native-Speaker Vocabulary Size.
2023-1-1
Phantom young English language learners: The shadowy presence of second language proficiency in (English medium) early childhood assessment
2023-1-1
Unguided. Assessing young EAL/D learners' achievements in mainstream curriculum areas
2023-1-1
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
2023-1-1
Including the excluded: Young language learners and fair assessment in school and early childhood
2023-1-1
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
2023-1-1
A. Huhta, C. Harsch, D. Leontjev & L. Nieminen. The Diagnosis of Writing in a Second or Foreign Language.
2023-1-1
Developing the Little Kids’ Word List app, a fair assessment tool of communicative development for young Aboriginal children in multilingual families in Central Australia
2023-1-1
A culturally sustaining and valid Alaska Native Language (Yugtun) assessment for school children
2023-1-1
Language assessment literacy: Understanding the construct from Norwegian EFL teachers’ perspective
2022-1-1
Contextual variables in written assessment feedback in a university-level Spanish program
2022-1-1
Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan
2022-1-1
Is the devil you know better? Testwiseness and eliciting evidence of interactional competence in familiar versus unfamiliar triadic speaking tasks
2022-1-1
College English Test–Spoken English Test (CET-SET)
2022-1-1
Gebril, A. (Ed.) Learning-Oriented Language Assessment: Putting Theory into Practice.
2022-1-1
Language assessment literacy of language teachers in the context of adult education in Spain
2022-1-1
Implications of training university teachers in developing local writing rating scales
2022-1-1
Investigating cognitive processes in different item formats in reading tests through eye-tracking and verbal protocols
2022-1-1
The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety
2022-1-1
Exploring shared and individual assessment of paired oral interactions
2022-1-1
The meaningfulness of two curriculum-based national tests of English as a foreign language
2022-1-1
Language assessment literacy and test validation: Highlighting the role of language teachers
2022-1-1
The challenges of providing expert advice in policy contexts
2021-1-1
Language testing within policy contexts: Conceptual and instrumental challenges
2021-1-1
J. Fan. The Development and Validation of Standards in Language Testing
2021-1-1
Salaberry, M.R. & Burch, A.R. (Eds.) Assessing Speaking in Context: Expanding the Construct and its Applications
2021-1-1
The face of communication breakdown: Multimodal repair in L2 oral proficiency interviews
2021-1-1
Negotiating the boundaries of responsibility: Rethinking test takers and the ethics of testing
2021-1-1
The effect of prompt accent on elicited imitation assessments in English as a second language
2021-1-1
U. Knoch & S. Macqueen. Assessing English for Professional Purposes
2021-1-1
Towards ‘policy responsible’ language testing: Framing the Language Testing Research Centre’s contribution in languages other than English
2021-1-1
Trust the test: Score-user perspectives on the roles of language tests in professional registration and skilled migration
2021-1-1
Dimova, S., Yan, X. & Ginther, A. Local Language Testing: Design, Implementation and Development
2021-1-1
The Generations: Research and Application at the LTRC
2021-1-1
L.F. Bachman & B. Damböck. Language Assessment for Classroom Teachers
2020-1-1
Contextualised judgements: A comparison of the rating criteria used to judge oral presentations in higher education and speaking performances in the TOEFL iBT™
2020-1-1
How do raters understand rubrics for assessing L2 interactional engagement? A comparative study of CA- and non-CA-formulated performance descriptors
2020-1-1
Resolving interactional troubles and maintaining progressivity in paired speaking assessment in an EFL context
2020-1-1
Where Conversation Analysis meets Language Assessment: Toward expanding epistemologies and validity evidence
2020-1-1
N. Jones & N. Saville. Learning Oriented Assessment: A Systemic Approach (Vol. 45)
2020-1-1
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