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You searched for subject:(language assessment). Showing records 1 – 30 of 688 total matches.

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Purdue University

1. Uchida, Namiko. FROM TRADITIONAL TO PERFORMANCE-BASED ASSESSMENT: STUDENT PERCEPTIONS AND IMPLICATIONS OF A NEW ACHIEVEMENT ASSESSMENT IN INTRODUCTORY JAPANESE COURSES.

Degree: MA, Languages and Cultures, 2015, Purdue University

 Communicative language teaching in the early 1980s led to greater emphasis on the development of communicative ability and also increased interactive practice in classroom learning.… (more)

Subjects/Keywords: CALL; Language Assessment; Language Teaching

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APA (6th Edition):

Uchida, N. (2015). FROM TRADITIONAL TO PERFORMANCE-BASED ASSESSMENT: STUDENT PERCEPTIONS AND IMPLICATIONS OF A NEW ACHIEVEMENT ASSESSMENT IN INTRODUCTORY JAPANESE COURSES. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/1081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Uchida, Namiko. “FROM TRADITIONAL TO PERFORMANCE-BASED ASSESSMENT: STUDENT PERCEPTIONS AND IMPLICATIONS OF A NEW ACHIEVEMENT ASSESSMENT IN INTRODUCTORY JAPANESE COURSES.” 2015. Thesis, Purdue University. Accessed July 23, 2019. https://docs.lib.purdue.edu/open_access_theses/1081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Uchida, Namiko. “FROM TRADITIONAL TO PERFORMANCE-BASED ASSESSMENT: STUDENT PERCEPTIONS AND IMPLICATIONS OF A NEW ACHIEVEMENT ASSESSMENT IN INTRODUCTORY JAPANESE COURSES.” 2015. Web. 23 Jul 2019.

Vancouver:

Uchida N. FROM TRADITIONAL TO PERFORMANCE-BASED ASSESSMENT: STUDENT PERCEPTIONS AND IMPLICATIONS OF A NEW ACHIEVEMENT ASSESSMENT IN INTRODUCTORY JAPANESE COURSES. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Jul 23]. Available from: https://docs.lib.purdue.edu/open_access_theses/1081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Uchida N. FROM TRADITIONAL TO PERFORMANCE-BASED ASSESSMENT: STUDENT PERCEPTIONS AND IMPLICATIONS OF A NEW ACHIEVEMENT ASSESSMENT IN INTRODUCTORY JAPANESE COURSES. [Thesis]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_theses/1081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Victoria University of Wellington

2. Meyer, Douglas. Assessing English as an International Language for Government Officials.

Degree: 2017, Victoria University of Wellington

 The function of English as an international language (hereafter called EIL) is firmly entrenched in many aspects of modern life, such as academia, aviation, business,… (more)

Subjects/Keywords: International; Language; Assessment

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APA (6th Edition):

Meyer, D. (2017). Assessing English as an International Language for Government Officials. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6412

Chicago Manual of Style (16th Edition):

Meyer, Douglas. “Assessing English as an International Language for Government Officials.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed July 23, 2019. http://hdl.handle.net/10063/6412.

MLA Handbook (7th Edition):

Meyer, Douglas. “Assessing English as an International Language for Government Officials.” 2017. Web. 23 Jul 2019.

Vancouver:

Meyer D. Assessing English as an International Language for Government Officials. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10063/6412.

Council of Science Editors:

Meyer D. Assessing English as an International Language for Government Officials. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6412


Addis Ababa University

3. TUFARO, BUNKURE. ENGLISH LANGUAGE NEEDS ASSESSMENT OF SHASHAMA..l\fflE HEALTH SClENCE COLLEGE STUDENTS: 10+3 IN FOCUS .

Degree: 2012, Addis Ababa University

 The purpose of this study was to investigate English language needs of third year students in the context of Shashamanne Health Science College. More specifically,… (more)

Subjects/Keywords: ENGLISH LANGUAGE NEEDS ASSESSMENT

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APA (6th Edition):

TUFARO, B. (2012). ENGLISH LANGUAGE NEEDS ASSESSMENT OF SHASHAMA..l\fflE HEALTH SClENCE COLLEGE STUDENTS: 10+3 IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

TUFARO, BUNKURE. “ENGLISH LANGUAGE NEEDS ASSESSMENT OF SHASHAMA..l\fflE HEALTH SClENCE COLLEGE STUDENTS: 10+3 IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed July 23, 2019. http://etd.aau.edu.et/dspace/handle/123456789/2191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

TUFARO, BUNKURE. “ENGLISH LANGUAGE NEEDS ASSESSMENT OF SHASHAMA..l\fflE HEALTH SClENCE COLLEGE STUDENTS: 10+3 IN FOCUS .” 2012. Web. 23 Jul 2019.

Vancouver:

TUFARO B. ENGLISH LANGUAGE NEEDS ASSESSMENT OF SHASHAMA..l\fflE HEALTH SClENCE COLLEGE STUDENTS: 10+3 IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Jul 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

TUFARO B. ENGLISH LANGUAGE NEEDS ASSESSMENT OF SHASHAMA..l\fflE HEALTH SClENCE COLLEGE STUDENTS: 10+3 IN FOCUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Hawaii – Manoa

4. Davis, Lawrence Edward. Rater expertise in a second language speaking assessment : the influence of training and experience.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2012.

Speaking performance tests typically employ raters to produce scores; accordingly, variability in raters' scoring decisions has important consequences… (more)

Subjects/Keywords: second language speaking assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Davis, L. E. (2016). Rater expertise in a second language speaking assessment : the influence of training and experience. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100897

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davis, Lawrence Edward. “Rater expertise in a second language speaking assessment : the influence of training and experience.” 2016. Thesis, University of Hawaii – Manoa. Accessed July 23, 2019. http://hdl.handle.net/10125/100897.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davis, Lawrence Edward. “Rater expertise in a second language speaking assessment : the influence of training and experience.” 2016. Web. 23 Jul 2019.

Vancouver:

Davis LE. Rater expertise in a second language speaking assessment : the influence of training and experience. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10125/100897.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis LE. Rater expertise in a second language speaking assessment : the influence of training and experience. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100897

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Debrecen

5. Lipódi, Barnabás. Two Tests of a Kind? .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 This thesis investigates the impact of a change introduced at a high-stake language exam in Hungary, following a paradigm shift concerning a test task eliciting… (more)

Subjects/Keywords: communicative language ability; language teaching; oral assessment

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APA (6th Edition):

Lipódi, B. (2013). Two Tests of a Kind? . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/164047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lipódi, Barnabás. “Two Tests of a Kind? .” 2013. Thesis, University of Debrecen. Accessed July 23, 2019. http://hdl.handle.net/2437/164047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lipódi, Barnabás. “Two Tests of a Kind? .” 2013. Web. 23 Jul 2019.

Vancouver:

Lipódi B. Two Tests of a Kind? . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/2437/164047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lipódi B. Two Tests of a Kind? . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/164047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boston University

6. Barrett, Katherine. The influence of pre-stroke proficiency on post-stroke lexical semantic performance in bilingual aphasia.

Degree: MS, Sargent College of Health and Rehabilitation Sciences, 2018, Boston University

 The objectives of this study were to examine if pre-stroke proficiency predicts post-stroke lexical semantic performance in Spanish-English bilingual persons with aphasia (PWA) and identify… (more)

Subjects/Keywords: Language; Bilingual aphasia assessment; Language use questionnaire

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APA (6th Edition):

Barrett, K. (2018). The influence of pre-stroke proficiency on post-stroke lexical semantic performance in bilingual aphasia. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/30914

Chicago Manual of Style (16th Edition):

Barrett, Katherine. “The influence of pre-stroke proficiency on post-stroke lexical semantic performance in bilingual aphasia.” 2018. Masters Thesis, Boston University. Accessed July 23, 2019. http://hdl.handle.net/2144/30914.

MLA Handbook (7th Edition):

Barrett, Katherine. “The influence of pre-stroke proficiency on post-stroke lexical semantic performance in bilingual aphasia.” 2018. Web. 23 Jul 2019.

Vancouver:

Barrett K. The influence of pre-stroke proficiency on post-stroke lexical semantic performance in bilingual aphasia. [Internet] [Masters thesis]. Boston University; 2018. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/2144/30914.

Council of Science Editors:

Barrett K. The influence of pre-stroke proficiency on post-stroke lexical semantic performance in bilingual aphasia. [Masters Thesis]. Boston University; 2018. Available from: http://hdl.handle.net/2144/30914


University of the Western Cape

7. Haupt, Genevieve Ruth. The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakers .

Degree: 2010, University of the Western Cape

 South Africa's Language-in-Education Policy is one of additive multilingualism, but in reality this policy is not adhered to, in that most black children are being… (more)

Subjects/Keywords: Language Proficiency; Woodcock Muñoz Language Survey; Language in Education; Language Assessment; Monolingual Assessment; Cross-cultural Assessment; Bias; Equivalence

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APA (6th Edition):

Haupt, G. R. (2010). The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakers . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2512

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Haupt, Genevieve Ruth. “The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakers .” 2010. Thesis, University of the Western Cape. Accessed July 23, 2019. http://hdl.handle.net/11394/2512.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Haupt, Genevieve Ruth. “The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakers .” 2010. Web. 23 Jul 2019.

Vancouver:

Haupt GR. The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakers . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/11394/2512.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haupt GR. The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakers . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2512

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

8. Raoof, Fazila Banoo. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .

Degree: 2013, North-West University

 Learning and assessment are inextricably intertwined, since assessment not only measures learning, but future learning is also dependent on assessment. The purpose of this two… (more)

Subjects/Keywords: Assessment; Informal assessment; Formal assessment; Continuous assessment; Constructivism; Scaffolding; English first additional language

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APA (6th Edition):

Raoof, F. B. (2013). The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10177

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Raoof, Fazila Banoo. “The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .” 2013. Thesis, North-West University. Accessed July 23, 2019. http://hdl.handle.net/10394/10177.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Raoof, Fazila Banoo. “The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof .” 2013. Web. 23 Jul 2019.

Vancouver:

Raoof FB. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . [Internet] [Thesis]. North-West University; 2013. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10394/10177.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Raoof FB. The interplay between informal and formal assessment in grade 9 English first additional language / Fazila Banoo Raoof . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/10177

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Saville, N. D. Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider.

Degree: PhD, 2009, University of Bedfordshire

 There is no comprehensive model of language test or examination impact and how it might be investigated within educational contexts by a provider of high-stakes… (more)

Subjects/Keywords: 428.007; language assessment; ESOL; English language testing; English language assessment; examinations; Q330 English as a second language; language testing

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APA (6th Edition):

Saville, N. D. (2009). Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/134953

Chicago Manual of Style (16th Edition):

Saville, N D. “Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider.” 2009. Doctoral Dissertation, University of Bedfordshire. Accessed July 23, 2019. http://hdl.handle.net/10547/134953.

MLA Handbook (7th Edition):

Saville, N D. “Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider.” 2009. Web. 23 Jul 2019.

Vancouver:

Saville ND. Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2009. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10547/134953.

Council of Science Editors:

Saville ND. Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider. [Doctoral Dissertation]. University of Bedfordshire; 2009. Available from: http://hdl.handle.net/10547/134953


Georgia State University

10. Lee, Ryan. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.

Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University

  The overarching purpose of both dissertation studies is to contribute to the extant literature base on language assessment in the context of poverty and… (more)

Subjects/Keywords: African American English; Dialect; Language assessment; Language impairment; Language development

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APA (6th Edition):

Lee, R. (2017). Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/115

Chicago Manual of Style (16th Edition):

Lee, Ryan. “Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.” 2017. Doctoral Dissertation, Georgia State University. Accessed July 23, 2019. https://scholarworks.gsu.edu/epse_diss/115.

MLA Handbook (7th Edition):

Lee, Ryan. “Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.” 2017. Web. 23 Jul 2019.

Vancouver:

Lee R. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Jul 23]. Available from: https://scholarworks.gsu.edu/epse_diss/115.

Council of Science Editors:

Lee R. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/115


University of Arizona

11. Al Bahlani, Sara Mohammed. Assessment Literacy: A Study of EFL Teachers’ Assessment Knowledge, Perspectives, and Classroom Behaviors .

Degree: 2019, University of Arizona

 Teacher assessment literacy is essential to the success of teaching (T. H. Wang et al., 2008), the quality of student learning (DeLuca, Klinger, Searle, &… (more)

Subjects/Keywords: Assessment Literacy; ESL/ EFL Assessment; Langauge Assessment; Language Assessment practices; Teacher Perceptions; Teacher Training on Assessment

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APA (6th Edition):

Al Bahlani, S. M. (2019). Assessment Literacy: A Study of EFL Teachers’ Assessment Knowledge, Perspectives, and Classroom Behaviors . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/633240

Chicago Manual of Style (16th Edition):

Al Bahlani, Sara Mohammed. “Assessment Literacy: A Study of EFL Teachers’ Assessment Knowledge, Perspectives, and Classroom Behaviors .” 2019. Doctoral Dissertation, University of Arizona. Accessed July 23, 2019. http://hdl.handle.net/10150/633240.

MLA Handbook (7th Edition):

Al Bahlani, Sara Mohammed. “Assessment Literacy: A Study of EFL Teachers’ Assessment Knowledge, Perspectives, and Classroom Behaviors .” 2019. Web. 23 Jul 2019.

Vancouver:

Al Bahlani SM. Assessment Literacy: A Study of EFL Teachers’ Assessment Knowledge, Perspectives, and Classroom Behaviors . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10150/633240.

Council of Science Editors:

Al Bahlani SM. Assessment Literacy: A Study of EFL Teachers’ Assessment Knowledge, Perspectives, and Classroom Behaviors . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633240

12. Muckley, Sarah-Ann. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice.

Degree: 2016, National University of Ireland – Galway

 Knowledge of typical language development, where available, is used as a comparative tool for the education of referral agents as well as for the efficacious… (more)

Subjects/Keywords: Minority language development; Irish language development; Irish language assessment; Speech and language therapy; Health sciences

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APA (6th Edition):

Muckley, S. (2016). Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/5900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Muckley, Sarah-Ann. “Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice.” 2016. Thesis, National University of Ireland – Galway. Accessed July 23, 2019. http://hdl.handle.net/10379/5900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Muckley, Sarah-Ann. “Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice.” 2016. Web. 23 Jul 2019.

Vancouver:

Muckley S. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. [Internet] [Thesis]. National University of Ireland – Galway; 2016. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10379/5900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muckley S. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. [Thesis]. National University of Ireland – Galway; 2016. Available from: http://hdl.handle.net/10379/5900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kansas

13. Imgrund, Caitlin McCormick. Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.

Degree: PhD, Intercampus Program in Communicative Disorders, 2017, University of Kansas

 Children born preterm constitute one of the largest populations of children at risk for the development of language impairments. A little over one in ten… (more)

Subjects/Keywords: Speech therapy; Special education; Language; Language; Language disorder; Language Sample Analysis; Preschool; Preterm; Standardized Assessment

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APA (6th Edition):

Imgrund, C. M. (2017). Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26013

Chicago Manual of Style (16th Edition):

Imgrund, Caitlin McCormick. “Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.” 2017. Doctoral Dissertation, University of Kansas. Accessed July 23, 2019. http://hdl.handle.net/1808/26013.

MLA Handbook (7th Edition):

Imgrund, Caitlin McCormick. “Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.” 2017. Web. 23 Jul 2019.

Vancouver:

Imgrund CM. Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/1808/26013.

Council of Science Editors:

Imgrund CM. Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26013


University of Wolverhampton

14. Silva-Maceda, Gabriela. Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension.

Degree: PhD, 2013, University of Wolverhampton

 The association between receptive language skills and reading comprehension has been established in the research literature. Even when the importance of receptive skills for reading… (more)

Subjects/Keywords: Narrative development; Receptive language; Expressive language; Reading comprehension; Language assessment; Oral language; Vocabulary; Grammar; Discourse

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APA (6th Edition):

Silva-Maceda, G. (2013). Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/311437

Chicago Manual of Style (16th Edition):

Silva-Maceda, Gabriela. “Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension.” 2013. Doctoral Dissertation, University of Wolverhampton. Accessed July 23, 2019. http://hdl.handle.net/2436/311437.

MLA Handbook (7th Edition):

Silva-Maceda, Gabriela. “Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension.” 2013. Web. 23 Jul 2019.

Vancouver:

Silva-Maceda G. Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2013. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/2436/311437.

Council of Science Editors:

Silva-Maceda G. Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension. [Doctoral Dissertation]. University of Wolverhampton; 2013. Available from: http://hdl.handle.net/2436/311437


The Ohio State University

15. Hoffmann, Anne Katherine. Pragmatic Language Assessment in Williams Syndrome.

Degree: PhD, Speech and Hearing Science, 2011, The Ohio State University

 Research indicates that children and adolescents with Williams syndrome (WS) are at an increased risk of pragmatic language impairment. However, the utility of an individually… (more)

Subjects/Keywords: Speech Therapy; pragmatics; Williams syndrome, language assessment

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APA (6th Edition):

Hoffmann, A. K. (2011). Pragmatic Language Assessment in Williams Syndrome. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1302887170

Chicago Manual of Style (16th Edition):

Hoffmann, Anne Katherine. “Pragmatic Language Assessment in Williams Syndrome.” 2011. Doctoral Dissertation, The Ohio State University. Accessed July 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302887170.

MLA Handbook (7th Edition):

Hoffmann, Anne Katherine. “Pragmatic Language Assessment in Williams Syndrome.” 2011. Web. 23 Jul 2019.

Vancouver:

Hoffmann AK. Pragmatic Language Assessment in Williams Syndrome. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Jul 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1302887170.

Council of Science Editors:

Hoffmann AK. Pragmatic Language Assessment in Williams Syndrome. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1302887170


Universiteit Utrecht

16. Langberg-Kuis, M. Assessment of Dyslexia in Bilinguals.

Degree: 2007, Universiteit Utrecht

 Problems with reading and writing in a second language are often attributed to the bilingualism. However, these problems may be the result of a reading… (more)

Subjects/Keywords: Letteren; dyslexia; second language learning; bilingualism; assessment

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APA (6th Edition):

Langberg-Kuis, M. (2007). Assessment of Dyslexia in Bilinguals. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/24922

Chicago Manual of Style (16th Edition):

Langberg-Kuis, M. “Assessment of Dyslexia in Bilinguals.” 2007. Masters Thesis, Universiteit Utrecht. Accessed July 23, 2019. http://dspace.library.uu.nl:8080/handle/1874/24922.

MLA Handbook (7th Edition):

Langberg-Kuis, M. “Assessment of Dyslexia in Bilinguals.” 2007. Web. 23 Jul 2019.

Vancouver:

Langberg-Kuis M. Assessment of Dyslexia in Bilinguals. [Internet] [Masters thesis]. Universiteit Utrecht; 2007. [cited 2019 Jul 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/24922.

Council of Science Editors:

Langberg-Kuis M. Assessment of Dyslexia in Bilinguals. [Masters Thesis]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/24922


Wilfrid Laurier University

17. Bellissimo, Alexandra. Dynamic Assessment of Early French Immersion Literacy Learning Competencies.

Degree: 2017, Wilfrid Laurier University

 French Immersion programming in Canada is not always an inclusive environment for all learners. Students with language disabilities or delays are often placed into English-only… (more)

Subjects/Keywords: French immersion; dynamic assessment; second language learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bellissimo, A. (2017). Dynamic Assessment of Early French Immersion Literacy Learning Competencies. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/1943

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bellissimo, Alexandra. “Dynamic Assessment of Early French Immersion Literacy Learning Competencies.” 2017. Thesis, Wilfrid Laurier University. Accessed July 23, 2019. https://scholars.wlu.ca/etd/1943.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bellissimo, Alexandra. “Dynamic Assessment of Early French Immersion Literacy Learning Competencies.” 2017. Web. 23 Jul 2019.

Vancouver:

Bellissimo A. Dynamic Assessment of Early French Immersion Literacy Learning Competencies. [Internet] [Thesis]. Wilfrid Laurier University; 2017. [cited 2019 Jul 23]. Available from: https://scholars.wlu.ca/etd/1943.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bellissimo A. Dynamic Assessment of Early French Immersion Literacy Learning Competencies. [Thesis]. Wilfrid Laurier University; 2017. Available from: https://scholars.wlu.ca/etd/1943

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Ghana

18. Nyamekye, K. Using Assessment Results To Improve English Language Teaching And Learning .

Degree: 2012, University of Ghana

 Quality education is the bedrock of national development and progress. In the course of the history of education in Ghana, there arose the need to… (more)

Subjects/Keywords: Assessment Results; English Language Teaching; Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nyamekye, K. (2012). Using Assessment Results To Improve English Language Teaching And Learning . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/23762

Chicago Manual of Style (16th Edition):

Nyamekye, K. “Using Assessment Results To Improve English Language Teaching And Learning .” 2012. Masters Thesis, University of Ghana. Accessed July 23, 2019. http://ugspace.ug.edu.gh/handle/123456789/23762.

MLA Handbook (7th Edition):

Nyamekye, K. “Using Assessment Results To Improve English Language Teaching And Learning .” 2012. Web. 23 Jul 2019.

Vancouver:

Nyamekye K. Using Assessment Results To Improve English Language Teaching And Learning . [Internet] [Masters thesis]. University of Ghana; 2012. [cited 2019 Jul 23]. Available from: http://ugspace.ug.edu.gh/handle/123456789/23762.

Council of Science Editors:

Nyamekye K. Using Assessment Results To Improve English Language Teaching And Learning . [Masters Thesis]. University of Ghana; 2012. Available from: http://ugspace.ug.edu.gh/handle/123456789/23762


George Mason University

19. Mircea-Pines, Walter J. An Examination of Reliability and Validity Claims of a Foreign Language Proficiency Test .

Degree: 2009, George Mason University

 This dissertation study examined the reliability and validity claims of a modified version of the Spanish Modern Language Association Foreign Language Proficiency Test for Teachers… (more)

Subjects/Keywords: Validity; Assessment; MLA; Foreign Language; SEM; Listening

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APA (6th Edition):

Mircea-Pines, W. J. (2009). An Examination of Reliability and Validity Claims of a Foreign Language Proficiency Test . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/4580

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mircea-Pines, Walter J. “An Examination of Reliability and Validity Claims of a Foreign Language Proficiency Test .” 2009. Thesis, George Mason University. Accessed July 23, 2019. http://hdl.handle.net/1920/4580.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mircea-Pines, Walter J. “An Examination of Reliability and Validity Claims of a Foreign Language Proficiency Test .” 2009. Web. 23 Jul 2019.

Vancouver:

Mircea-Pines WJ. An Examination of Reliability and Validity Claims of a Foreign Language Proficiency Test . [Internet] [Thesis]. George Mason University; 2009. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/1920/4580.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mircea-Pines WJ. An Examination of Reliability and Validity Claims of a Foreign Language Proficiency Test . [Thesis]. George Mason University; 2009. Available from: http://hdl.handle.net/1920/4580

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Oregon

20. Spencer-Iiams, Jennifer. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.

Degree: 2013, University of Oregon

 The United States is experiencing an increase in young students developing literacy in English and Spanish. Schools providing dual-language English/Spanish instruction need technically adequate tools… (more)

Subjects/Keywords: Assessment; Dual-language; Fluency; Reading; Spanish

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APA (6th Edition):

Spencer-Iiams, J. (2013). Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13265

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Spencer-Iiams, Jennifer. “Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.” 2013. Thesis, University of Oregon. Accessed July 23, 2019. http://hdl.handle.net/1794/13265.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Spencer-Iiams, Jennifer. “Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.” 2013. Web. 23 Jul 2019.

Vancouver:

Spencer-Iiams J. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/1794/13265.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Spencer-Iiams J. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13265

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

21. Pettit, Sarah Michelle. The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability.

Degree: Educational Psychology, 2011, University of Texas – Austin

 This study looks at two methods of identification for a specific learning disability in reading – Response to Intervention and Discrepancy Testing – and examines… (more)

Subjects/Keywords: English language learners; Assessment; School psychology

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APA (6th Edition):

Pettit, S. M. (2011). The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3012

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pettit, Sarah Michelle. “The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability.” 2011. Thesis, University of Texas – Austin. Accessed July 23, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3012.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pettit, Sarah Michelle. “The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability.” 2011. Web. 23 Jul 2019.

Vancouver:

Pettit SM. The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3012.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pettit SM. The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3012

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

22. One Feather, Monica. Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners .

Degree: 2010, University of Arizona

 Federal mandates require that all students participate in large-scale assessments. A population of students with learning disabilities and who are second language learners are emerging… (more)

Subjects/Keywords: Accommodations; Assessment; English language learners; Learning Disabilities

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APA (6th Edition):

One Feather, M. (2010). Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194234

Chicago Manual of Style (16th Edition):

One Feather, Monica. “Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners .” 2010. Doctoral Dissertation, University of Arizona. Accessed July 23, 2019. http://hdl.handle.net/10150/194234.

MLA Handbook (7th Edition):

One Feather, Monica. “Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners .” 2010. Web. 23 Jul 2019.

Vancouver:

One Feather M. Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10150/194234.

Council of Science Editors:

One Feather M. Test Accommodations and Standardized Assessment for Students with Learning Disabilities who are Second Language Learners . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/194234


Virginia Commonwealth University

23. Kuti, Laura. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs)… (more)

Subjects/Keywords: English Language Learners; disability; assessment; accommodations; Education

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APA (6th Edition):

Kuti, L. (2011). Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2541

Chicago Manual of Style (16th Edition):

Kuti, Laura. “Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 23, 2019. https://scholarscompass.vcu.edu/etd/2541.

MLA Handbook (7th Edition):

Kuti, Laura. “Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments.” 2011. Web. 23 Jul 2019.

Vancouver:

Kuti L. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2019 Jul 23]. Available from: https://scholarscompass.vcu.edu/etd/2541.

Council of Science Editors:

Kuti L. Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://scholarscompass.vcu.edu/etd/2541


University of Arizona

24. Arizmendi, Genesis D. The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children .

Degree: 2019, University of Arizona

 Clinicians, educators, and researchers alike continue to struggle without adequate and functional tools to measure language proficiency in bilingual populations. Language proficiency refers to the… (more)

Subjects/Keywords: Assessment; bilingual; ELL; English; Language proficiency; Spanish

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APA (6th Edition):

Arizmendi, G. D. (2019). The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/633092

Chicago Manual of Style (16th Edition):

Arizmendi, Genesis D. “The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children .” 2019. Doctoral Dissertation, University of Arizona. Accessed July 23, 2019. http://hdl.handle.net/10150/633092.

MLA Handbook (7th Edition):

Arizmendi, Genesis D. “The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children .” 2019. Web. 23 Jul 2019.

Vancouver:

Arizmendi GD. The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10150/633092.

Council of Science Editors:

Arizmendi GD. The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633092


Iowa State University

25. Murdock, Rachel Collier. An instrument for assessing the public communication of scientists.

Degree: 2017, Iowa State University

 An instrument for valid, quantitative assessment of scientists’ public communication promises to promote improved science communication by giving formative feedback to scientists developing their communication… (more)

Subjects/Keywords: Assessment; Language Assessment; Oral Communication Assessment; Rhetoric of Science; Science Communication; Speech Communication; Communication; Rhetoric

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APA (6th Edition):

Murdock, R. C. (2017). An instrument for assessing the public communication of scientists. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Murdock, Rachel Collier. “An instrument for assessing the public communication of scientists.” 2017. Thesis, Iowa State University. Accessed July 23, 2019. https://lib.dr.iastate.edu/etd/15586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Murdock, Rachel Collier. “An instrument for assessing the public communication of scientists.” 2017. Web. 23 Jul 2019.

Vancouver:

Murdock RC. An instrument for assessing the public communication of scientists. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Jul 23]. Available from: https://lib.dr.iastate.edu/etd/15586.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murdock RC. An instrument for assessing the public communication of scientists. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15586

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

26. Shim, Kyu Nam. An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education.

Degree: Thesis (EdD), 2008, University of Exeter

 This study aims to investigate Korean teachers’ beliefs and their practice with respect to classroom-based English language assessment; thus it examines the teachers’ current working… (more)

Subjects/Keywords: 370.9; classroom-based assessment : teachers' assessment in English language teaching

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APA (6th Edition):

Shim, K. N. (2008). An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/67553

Chicago Manual of Style (16th Edition):

Shim, Kyu Nam. “An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education.” 2008. Doctoral Dissertation, University of Exeter. Accessed July 23, 2019. http://hdl.handle.net/10036/67553.

MLA Handbook (7th Edition):

Shim, Kyu Nam. “An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education.” 2008. Web. 23 Jul 2019.

Vancouver:

Shim KN. An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education. [Internet] [Doctoral dissertation]. University of Exeter; 2008. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10036/67553.

Council of Science Editors:

Shim KN. An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education. [Doctoral Dissertation]. University of Exeter; 2008. Available from: http://hdl.handle.net/10036/67553


University of Gothenburg / Göteborgs Universitet

27. Dragemark Oscarson, Anne. Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level.

Degree: 2009, University of Gothenburg / Göteborgs Universitet

 The main aim of this study is to explore the role of self-assessment in EFL learning in developing lifelong language learning skills and in furthering… (more)

Subjects/Keywords: self-assessment; assessment; language education; EFL; writing; lifelong learning; feedback

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APA (6th Edition):

Dragemark Oscarson, A. (2009). Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/19783

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dragemark Oscarson, Anne. “Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level.” 2009. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed July 23, 2019. http://hdl.handle.net/2077/19783.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dragemark Oscarson, Anne. “Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level.” 2009. Web. 23 Jul 2019.

Vancouver:

Dragemark Oscarson A. Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2009. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/2077/19783.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dragemark Oscarson A. Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2009. Available from: http://hdl.handle.net/2077/19783

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

28. Ableeva, Rumia. DYNAMIC ASSESSMENT OF LISTENING COMPREHENSION IN SECOND LANGUAGE LEARNING.

Degree: PhD, French, 2010, Penn State University

 ABSTRACT This dissertation concentrates on theoretical and methodological issues at the intersection of second language acquisition, language pedagogy and sociocultural theory (SCT), initially proposed by… (more)

Subjects/Keywords: Listening Comprehension; Language Assessment; Sociocultural Theory; Dynamic Assessment

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APA (6th Edition):

Ableeva, R. (2010). DYNAMIC ASSESSMENT OF LISTENING COMPREHENSION IN SECOND LANGUAGE LEARNING. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11063

Chicago Manual of Style (16th Edition):

Ableeva, Rumia. “DYNAMIC ASSESSMENT OF LISTENING COMPREHENSION IN SECOND LANGUAGE LEARNING.” 2010. Doctoral Dissertation, Penn State University. Accessed July 23, 2019. https://etda.libraries.psu.edu/catalog/11063.

MLA Handbook (7th Edition):

Ableeva, Rumia. “DYNAMIC ASSESSMENT OF LISTENING COMPREHENSION IN SECOND LANGUAGE LEARNING.” 2010. Web. 23 Jul 2019.

Vancouver:

Ableeva R. DYNAMIC ASSESSMENT OF LISTENING COMPREHENSION IN SECOND LANGUAGE LEARNING. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Jul 23]. Available from: https://etda.libraries.psu.edu/catalog/11063.

Council of Science Editors:

Ableeva R. DYNAMIC ASSESSMENT OF LISTENING COMPREHENSION IN SECOND LANGUAGE LEARNING. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11063


University of Illinois – Urbana-Champaign

29. Chung, Sun Joo. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.

Degree: MA, 1864, 2012, University of Illinois – Urbana-Champaign

 Writing is done through a process of drafting and editing. Traditional writing assessment techniques, such as large-scale standardized tests and multiple-choice tests, are not compatible… (more)

Subjects/Keywords: Portfolio Assessment; English as a Second Language (ESL); Writing Assessment

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APA (6th Edition):

Chung, S. J. (2012). Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/32005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chung, Sun Joo. “Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed July 23, 2019. http://hdl.handle.net/2142/32005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chung, Sun Joo. “Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.” 2012. Web. 23 Jul 2019.

Vancouver:

Chung SJ. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/2142/32005.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chung SJ. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/32005

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

30. Baleni, Nokuthula Purity. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.

Degree: 2017, University of KwaZulu-Natal

 Oral assessment in education is a worldwide phenomenon, which is faced with a number of challenges. Studies conducted internationally and locally reveal that teachers experience… (more)

Subjects/Keywords: Theses - Education Studies.; Assessment.; Oral assessment.; Second language.; Teachers experiences.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Baleni, N. P. (2017). Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Baleni, Nokuthula Purity. “Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.” 2017. Thesis, University of KwaZulu-Natal. Accessed July 23, 2019. https://researchspace.ukzn.ac.za/handle/10413/16349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Baleni, Nokuthula Purity. “Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.” 2017. Web. 23 Jul 2019.

Vancouver:

Baleni NP. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Jul 23]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baleni NP. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. [Thesis]. University of KwaZulu-Natal; 2017. Available from: https://researchspace.ukzn.ac.za/handle/10413/16349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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