Showing items with similar title or keywords.

• Finnish Matriculation Examination computer-based : the impact of pictures and video in assessing listening comprehension 

  von Zansen, Anna (2016)

  This research is about using visual support like videos and pictures in testing foreign language listening comprehension. The study limits to the foreign language testing in the Finnish Matriculation Examination, which is ...

• Second and foreign language fluency from a cognitive perspective : inefficiency and control of attention in lexical access 

  Olkkonen, Sanna (University of Jyväskylä, 2017)

  The present dissertation focuses on the fluency of second and foreign language (L2). Second and foreign language use is often assessed by its fluency. However, the connections between language proficiency and fluency ...

• The meaningfulness of two curriculum-based national tests of English as a foreign language 

  Hilden, Raili; Pulkkinen, Jonna; Rautopuro, Juhani (Association for Language Testing and Assessment of Australia and New Zealand, 2022)

  This paper addresses the aspect of the meaningfulness of a national assessment in English as a foreign language, applying the fairness framework proposed by Kunnan (2018). We compared students’ performance on two receptive ...

• Assessing reading and online research comprehension : Do difficulties in attention and executive function matter? 

  Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Aro, Mikko; Anmarkrud, Øistein; Leppänen, Paavo H.T. (Elsevier BV, 2021)

  This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice ...

• “I could learn more words” : involving stakeholders in defining L2 English reading constructs in diagnostic and dynamic assessment 

  Leontjev, Dmitri; Huhta, Ari; Koskela, Kristina (Suomen soveltavan kielitieteen yhdistys, 2024)

  There has been a growing effort to combine two L2 (second/foreign language) assessment frameworks that aim to promote student learning but have different theoretical roots – diagnostic and dynamic assessment. This paper ...