Cyril J Weir
Biographic Data
| ID | 8903206 |
|---|---|
| NAME | Cyril J Weir |
| GIVEN NAMES | Cyril J |
| FAMILY NAME | Weir |
| SIGNATURE | WEIR C J |
| AFFILIATIONS | University of Roehampton |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 0 |
Empiricism versus connoisseurship
Providers of tests of languages for academic purposes generally claim to provide evidence on the extent to which students are likely to be able to cope with the future demands of reading in specified real-life contexts. Such claims need to be supported by evidence that the texts employed in the test reflect salient features of the texts the test takers will encounter in the target situation as well as demonstrating the comparability of the cognit…
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance
In the componential approach to modelling reading ability, a number of contributory factors have been empirically validated. However, research on their relative contribution to explaining performance on second language reading tests is limited. Furthermore, the contribution of knowledge of syntax has been largely ignored in comparison with the attention focused on vocabulary. This study examines the relative contribution of knowledge of syntax an…
Establishing test form and individual task comparability
Examination boards are often criticized for their failure to provide evidence of comparability across forms, and few such studies are publicly available. This study aims to investigate the extent to which three forms of the General English Proficiency Test Intermediate Speaking Test (GEPTS-I) are parallel in terms of two types of validity evidence: parallel-forms reliability and content validity. The three trial test forms, each containing three …
Language Testing and Validation
Tests for the measurement of language abilities must be constructed according to a coherent validity framework based on the latest developments in theory and practice. This innovative book, by a world
Limitations of the Common European Framework for developing comparable examinations and tests
The Common European Framework of Reference (CEFR) posits six levels of proficiency and defines these largely in relation to empirically derived difficulty estimates based on stakeholder perceptions of what language functions expressed by ‘Can-do’ statements can be successfully performed at each level. Though also containing much valuable information on language proficiency and advice for practitioners, in its present form the CEFR is not sufficie…
Can placement tests inform instructional decisions
Studies of placement tests are typically narrowly concerned with their validation as instruments for the efficient grouping of students. They rarely explore the assumption that placement test content can be related to classroom tasks and so inform instructional decisions. This study focuses on a trial version of the Global Placement Test (GPT), a measure of grammatical knowledge being developed for use in language schools worldwide. The central c…
Using observation checklists to validate speaking-test tasks
Test-task validation has been an important strand in recent revision projects for University of Cambridge Local Examinations Syndicate (UCLES) examinations. This article addresses the relatively neglected area of validating the match between intended and actual test-taker language with respect to a blueprint of language functions representing the construct of spoken language ability. An observation checklist designed for both a priori and a poste…
No prominent works on this page.
Using observation checklists to validate speaking-test tasks
Test-task validation has been an important strand in recent revision projects for University of Cambridge Local Examinations Syndicate (UCLES) examinations. This article addresses the relatively neglected area of validating the match between intended and actual test-taker language with respect to a blueprint of language functions representing the construct of spoken language ability. An observation checklist designed for both a priori and a poste…
Can placement tests inform instructional decisions
Studies of placement tests are typically narrowly concerned with their validation as instruments for the efficient grouping of students. They rarely explore the assumption that placement test content can be related to classroom tasks and so inform instructional decisions. This study focuses on a trial version of the Global Placement Test (GPT), a measure of grammatical knowledge being developed for use in language schools worldwide. The central c…
Language Testing and Validation
Tests for the measurement of language abilities must be constructed according to a coherent validity framework based on the latest developments in theory and practice. This innovative book, by a world
Limitations of the Common European Framework for developing comparable examinations and tests
The Common European Framework of Reference (CEFR) posits six levels of proficiency and defines these largely in relation to empirically derived difficulty estimates based on stakeholder perceptions of what language functions expressed by ‘Can-do’ statements can be successfully performed at each level. Though also containing much valuable information on language proficiency and advice for practitioners, in its present form the CEFR is not sufficie…
Establishing test form and individual task comparability
Examination boards are often criticized for their failure to provide evidence of comparability across forms, and few such studies are publicly available. This study aims to investigate the extent to which three forms of the General English Proficiency Test Intermediate Speaking Test (GEPTS-I) are parallel in terms of two types of validity evidence: parallel-forms reliability and content validity. The three trial test forms, each containing three …
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance
In the componential approach to modelling reading ability, a number of contributory factors have been empirically validated. However, research on their relative contribution to explaining performance on second language reading tests is limited. Furthermore, the contribution of knowledge of syntax has been largely ignored in comparison with the attention focused on vocabulary. This study examines the relative contribution of knowledge of syntax an…
Empiricism versus connoisseurship
Providers of tests of languages for academic purposes generally claim to provide evidence on the extent to which students are likely to be able to cope with the future demands of reading in specified real-life contexts. Such claims need to be supported by evidence that the texts employed in the test reflect salient features of the texts the test takers will encounter in the target situation as well as demonstrating the comparability of the cognit…
Computer Science (7 works) · Psychology (7 works) · Cognitive psychology (5 works) · Linguistics (5 works) · EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Natural language processing (4 works) · Multilingual Education and Policy (3 works) · Second Language Acquisition and Learning (3 works) · Artificial Intelligence (2 works)