This paper briefly reviews past and present approaches to testing listening for academic purposes, showing the official guide to pte academic pdf these reflected prevailing views of language knowledge and use. A socio-cognitive framework is used to analyse the nature of high-level listening ability in a study context, exploring how a construct of academic listening might be defined and how this can be operationalised in the form of valid, reliable and useful proficiency measures.
The paper discusses the complex interplay of cognitive, context and scoring validity parameters that present theoretical and practical challenges for test designers and producers. Considerations and constraints associated with the opportunities offered by modern technology, and the implications of these for academic listening test design and format, are also addressed. This paper reviews past and recent approaches to testing high-level listening skills. We explore how best to define a construct of L2 academic listening ability. We discuss how to design valid and reliable tests of academic listening ability. We consider the complex considerations and constraints facing test designers. Check if you have access through your login credentials or your institution.
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Consultant to University of Cambridge ESOL Examinations and has extensive experience of the theoretical and practical issues involved in L2 assessment. For over 25 years she has provided expert assistance for test development projects worldwide and she regularly teaches, writes and presents on language testing matters. Validation, currently heads Psychometric and Data Services within University of Cambridge ESOL Examinations. He has extensive experience of language testing and has contributed to the design, development, validation, revision, and evaluation of several internationally recognised language proficiency tests. Available in 2 modules: “Academic”, “General training”. To assess the English language proficiency of non-native English speakers. Total: 2 hours, 55 minutes.
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