Quality Assurance in the National Tests of English: Investigating What Makes Reading Difficult
DOI :
https://doi.org/10.15845/bells.v7i0.1083Mots-clés :
assessment, testing, reading difficultyRésumé
This article presents a piece of research, conducted in order to validate the claims made in test results, concerning what it means – in terms of reading ability – to be placed at a particular mastery level. It will consider the question of what makes reading tasks difficult, and whether data from the National Tests of English (NTE) supports the progression of subskills/reading operations as presented in the mastery level descriptors, which are the basis of test resultsRéférences
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© Angela Hasselgreen, Craig Grocott and Torbjørn Torsheim 2017
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
