Carolyn E Turner
Biographic Data
| ID | 5998350 |
|---|---|
| NAME | Carolyn E Turner |
| GIVEN NAMES | Carolyn E |
| FAMILY NAME | Turner |
| SIGNATURE | TURNER C E |
| AFFILIATIONS | McGill University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Assessment and Evaluation
Since the early 1990s, there has been a growing awareness that combining quantitative and qualitative data from diverse sources could add value to several ongoing issues in language assessment/testing (LT) research. This entry describes an instrument development project for assessment and evaluation purposes using an MMR design. Language barriers can arise when members of linguistic minorities and their health professionals do not speak the same …
Rating Scales and Rubrics in Language Assessment
In language testing and assessment settings, language learners are often required to perform tasks which generate extended samples of speech and writing, such as interacting in discussions or writing essays. The more complex these samples are, the more they represent the complexity of language ability and use—and the more challenging they are to score. Whether they are for high‐stakes standardized examinations, or classroom‐based language perform…
Rating Scales for Language Tests
The interest in the quality of language ability in educational, professional, and research contexts has evolved over the last three decades.
Rating Scales Derived from Student Samples
Carolyn E. Turner, John A. Upshur, Rating Scales Derived from Student Samples: Effects of the Scale Maker and the Student Sample on Scale Content and Student Scores, TESOL Quarterly, Vol. 36, No. 1 (Spring, 2002), pp. 49-70
What to look for in ESL admission tests
Systematic effects in the rating of second-language speaking ability
Major differences exist in two approaches to the study of second-language performance. Second-language-acquisition (SLA) research examines effects upon discourse, and is typically unconcerned with scores. Language-testing (LT) research investigates effects upon scores, generally without reference to discourse. Within a general framework of test taking and scoring, we report research from these two fields as it relates to questions of systematic e…
The underlying factor structure of L2 close test performance in Francophone, university-level students
This study begins to address the question of cloze test construct validity through causal modelling. It investigates the underlying factor structure of L2 cloze test performance as explained by a theoretical model including the following hypothetical constructs: cloze-taking ability; knowledge of language; content domain; and knowledge of contextual constraints. Eight cloze tests reflecting the posited factors were constructed and administered to…
What to look for in ESL admission tests
Rating Scales Derived from Student Samples
Carolyn E. Turner, John A. Upshur, Rating Scales Derived from Student Samples: Effects of the Scale Maker and the Student Sample on Scale Content and Student Scores, TESOL Quarterly, Vol. 36, No. 1 (Spring, 2002), pp. 49-70
The underlying factor structure of L2 close test performance in Francophone, university-level students
This study begins to address the question of cloze test construct validity through causal modelling. It investigates the underlying factor structure of L2 cloze test performance as explained by a theoretical model including the following hypothetical constructs: cloze-taking ability; knowledge of language; content domain; and knowledge of contextual constraints. Eight cloze tests reflecting the posited factors were constructed and administered to…
Systematic effects in the rating of second-language speaking ability
Major differences exist in two approaches to the study of second-language performance. Second-language-acquisition (SLA) research examines effects upon discourse, and is typically unconcerned with scores. Language-testing (LT) research investigates effects upon scores, generally without reference to discourse. Within a general framework of test taking and scoring, we report research from these two fields as it relates to questions of systematic e…
What to look for in ESL admission tests
Rating Scales Derived from Student Samples
Carolyn E. Turner, John A. Upshur, Rating Scales Derived from Student Samples: Effects of the Scale Maker and the Student Sample on Scale Content and Student Scores, TESOL Quarterly, Vol. 36, No. 1 (Spring, 2002), pp. 49-70
Rating Scales for Language Tests
The interest in the quality of language ability in educational, professional, and research contexts has evolved over the last three decades.
Rating Scales and Rubrics in Language Assessment
In language testing and assessment settings, language learners are often required to perform tasks which generate extended samples of speech and writing, such as interacting in discussions or writing essays. The more complex these samples are, the more they represent the complexity of language ability and use—and the more challenging they are to score. Whether they are for high‐stakes standardized examinations, or classroom‐based language perform…
Assessment and Evaluation
Since the early 1990s, there has been a growing awareness that combining quantitative and qualitative data from diverse sources could add value to several ongoing issues in language assessment/testing (LT) research. This entry describes an instrument development project for assessment and evaluation purposes using an MMR design. Language barriers can arise when members of linguistic minorities and their health professionals do not speak the same …
Psychology (7 works) · Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Mathematics education (6 works) · Developmental psychology (5 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Natural language processing (3 works) · Rating scale (3 works) · Second Language Learning and Teaching (3 works)