Lyn May
Biographic Data
| ID | 8901441 |
|---|---|
| NAME | Lyn May |
| GIVEN NAMES | Lyn |
| FAMILY NAME | May |
| SIGNATURE | MAY L |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0002-2611-7210 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks
Despite the increased use of integrated tasks in high-stakes academic writing assessment, research on rating criteria which reflect the unique construct of integrated summary writing skills is comparatively rare. Using a mixed-method approach of expert judgement, text analysis, and statistical analysis, this study examines writing features that discriminate summaries produced by 150 candidates at five levels of proficiency on integrated reading-w…
Developing tools for learning oriented assessment of interactional competence
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports ( n = 72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analysed the verb…
Interpretations of formative assessment in the teaching of English at two Chinese universities
Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The …
Co-constructed interaction in a paired speaking test
The definition and operationalization of interactional competence in speaking tests that entail co-construction of discourse is an area of language testing requiring further research. This article explores the reactions of four trained raters to paired candidates who oriented to asymmetric patterns of interaction in a discussion task. Through an analysis of candidate discourse combined with rater notes, stimulated verbal recalls, rater discussion…
No prominent works on this page.
Co-constructed interaction in a paired speaking test
The definition and operationalization of interactional competence in speaking tests that entail co-construction of discourse is an area of language testing requiring further research. This article explores the reactions of four trained raters to paired candidates who oriented to asymmetric patterns of interaction in a discussion task. Through an analysis of candidate discourse combined with rater notes, stimulated verbal recalls, rater discussion…
Interpretations of formative assessment in the teaching of English at two Chinese universities
Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The …
Developing tools for learning oriented assessment of interactional competence
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports ( n = 72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analysed the verb…
Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks
Despite the increased use of integrated tasks in high-stakes academic writing assessment, research on rating criteria which reflect the unique construct of integrated summary writing skills is comparatively rare. Using a mixed-method approach of expert judgement, text analysis, and statistical analysis, this study examines writing features that discriminate summaries produced by 150 candidates at five levels of proficiency on integrated reading-w…
Psychology (4 works) · Cognitive psychology (3 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Second Language Learning and Teaching (3 works) · Computer Science (2 works) · Developmental psychology (2 works) · Discourse Analysis in Language Studies (2 works) · Linguistics (2 works) · Pedagogy (2 works)