Acknowledgements |
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9 | (2) |
Introduction |
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11 | (12) |
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I.1 National Educational Standards Tests |
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Bildungsstandarduberprufung Deutsch: Kompetenzmodelle und Aufgabenentwicklung |
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23 | (20) |
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Die Umsetzung der kriterialen Ruckmeldung in der Bildungsstandarduberprufung am Beispiel Lesen in Deutsch fur die vierte und achte Schulstufe |
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43 | (22) |
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Ursula Itzlinger-Bruneforth |
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The development of the Austrian Educational Standards Test for English Listening at grade 8 |
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65 | (20) |
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The development of the Austrian Educational Standards Test for English Reading at grade 8 |
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85 | (24) |
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The development of the Austrian Educational Standards Test for English Speaking at grade 8 |
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109 | (20) |
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The development of the Austrian Educational Standards Test for English Writing at grade 8 |
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129 | (26) |
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I.2 National School-Leaving Exam (Matura) |
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Deutsch als Unterrichtssprache: Das Konzept der schriftlichen Reife- und Diplomprufung |
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155 | (28) |
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Die Standardisierte Reife- und Diplomprufung (SRDP) Deutsch als Unterrichtssprache: Methodenkonzept und Hauptergebnisse der Feldtestung |
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183 | (36) |
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Delivering reform in a high stakes context: from content-based assessment to communicative and competence-based assessment |
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219 | (22) |
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Ensuring sustainability and managing quality in producing the standardized matriculation examination in the foreign languages |
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241 | (20) |
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Entwicklung von Testsystemen in den klassischen Sprachen |
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261 | (26) |
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Aspekte der Implementierung der neuen Testsysteme in den klassischen Sprachen |
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287 | (38) |
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I.3 Tertiary-Level Language Testing |
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Developing rating instruments for the assessment of Academic Writing and Speaking at Austrian university English departments |
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325 | (24) |
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I.4 German as a Foreign Language |
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Osterreichisches Sprachdiplom Deutsch |
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349 | (24) |
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Part II Language Testing Research |
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II.1 National Educational Standards Tests |
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Beurteileriibereinstimmung und schwer zu beurteilende Texte im Vergleich Training und Bildungsstandarduberprufung in Deutsch auf der vierten Schulstufe |
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373 | (16) |
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On the discrepancy between rater-perceived and Empirical Item Difficulty. Standardsetting for the receptive skills in the Austrian Educational Standards Tests for English |
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389 | (30) |
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The role of error in assessing English Writing in the Austrian Educational Standards Baseline Test |
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419 | (26) |
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The washback of standardised testing in the subject English at lower secondary level |
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445 | (20) |
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Cognitive processes as predictors of item difficulty in the Austrian Educational Standards Baseline Test for English Reading at grade 8 |
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465 | (24) |
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II.2 National School-Leaving Exam (Matura) |
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Analyzing the 2016 standardized matriculation exam results in the foreign languages: post-test analysis |
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489 | (26) |
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Matura washback on the classroom testing of Reading in English |
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515 | (26) |
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How do test takers write a blog? A corpus-based study of linguistic features in performances based on the task type Blog |
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541 | (22) |
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Reading strategies in the standardized Austrian matriculation examination for English |
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563 | (22) |
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Validating multiple choice Language in Context items |
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585 | (22) |
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Evaluating the effectiveness of a training program for double-raters |
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607 | (22) |
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Examining the effect of partner choice in peer-to-peer assessment |
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629 | (22) |
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Annaherung der Transformationsfunktion von Logit Measures auf Fair Measures im Multifacetten-Raschmodell (MFRM) durch logistische Regression. Eine Simulationsstudie |
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651 | (28) |
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II.3 Tertiary-Level Language Testing |
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Rating scale validation for the assessment of spoken English at tertiary level |
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679 | (24) |
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Operationalizing expeditious reading strategies in tests of English as a foreign language |
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703 | (20) |
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A criterion-referenced approach to the Vocabulary Levels Test: validating form B of the 2000 and 3000 word levels, and the Academic Wordlist |
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723 | |
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