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  1. Call for Papers: New Technologies in Language Testing and Assessment. In this special issue we look for examples of innovation within educational practices, either at the classroom, organizational or beyond the classroom level, of ways in which technology has been used to transform assessment and testing practices.

  2. 02/07/2020 · Teachers as well as students can be challenged by the effects of standardized testing. Common issues include the following: The need to meet specific testing standards pressures teachers to “teach to the test” rather than providing a broad curriculum. Teachers have expressed frustration about the time it takes to prepare for and administer ...

  3. Have you ever wondered what makes a good test or how you can measure someone’s language level? Our resources will help you find out about questions such as these. Our exams are backed by over 100 years of experience and expertise, and we are committed to sharing our knowledge about learning and assessment with teachers, learners, decision makers and anyone else interested in assessment.

  4. If your language isn't available in a demo yet, we recommend checking out the English demo to get a feel for the testing experience. Note that for any languages that do not have a demo available, students and teachers can access the English PW demo and answer the prompts in their target language to also test their keyboard compatibility.

  5. 20/08/2021 · Learn about different types of testing biases, what is considered a cultural bias, and the role of language and test-taker differences in assessments. Updated: 08/20/2021 Create an account

  6. When teachers or schools are rewarded for better performance on tests, then those rewards encourage teachers to "teach to the test" instead of providing a rich and broad curriculum. In 2007 a qualitative study done by Au Wayne demonstrated that standardized testing narrows the curriculum and encourages teacher-centered instruction instead of student-centered learning .

  7. If a student has average higher-level oral language skills but much difficulty developing written language (reading and spelling) skills, the need for evaluation for dyslexia is recommended. Although students with dyslexia usually have strong higher-level language skills, they typically have problems (a deficit) in low-level language skills (see following section “Phonological processing”).