After the Dynamic Placement Test Standard Setting event in May, we invited Mr. Chi Lai Tsang from St. Jospeh College to talk about his experience of being a panelist in Clarity’s first standard setting, and his many discoveries.
Etherton Education, based in Somerset in the UK, provides academic summer courses to students looking to study in a British boarding school or university. They explain why and how they have been using the Dynamic Placement Test for the last two years.
Andrew Stokes asks whether students should be tested via their mobiles — and whether they should even know they are being assessed.
Andrew Stokes looks at what goes on behind the scenes to ensure that a test is both fair and accurate.
In this interview, Adrian Raper talks to Richard Spiby from the British Council on CEFR and the importance of teaching to the test construct.
Your student took a placement test. The result was B2. You believe he is B1. What went wrong?
Subramoni Iyer describes how his experience with students and teachers in Syria led to localised test instructions and a pre-test video.
In this video, Andrew Stokes discusses how we can ensure that a placement test — or any other kind of language test — is culturally fair.
Surely the more questions you answer in a placement test, the more points you get and the higher your score? If you can’t finish, you can’t do yourself justice. And that must invalidate the result.
In the second of a series of short videos, testing expert Laura Edwards looks at the the roles of output and input in language testing.