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Littérature scientifique sur le sujet « Language education testing »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Language education testing"

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Agcam, Reyhan, and M. Pinar Babanoglu. "Students’ Perceptions of Language Testing and Assessment in Higher Education." unibulletin 5, no. 1-2 (2016): 66–77. http://dx.doi.org/10.22521/unibulletin.2016.512.6.

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Penman, Christine. "Testing the untestable in language education." Language and Intercultural Communication 12, no. 4 (2012): 388–90. http://dx.doi.org/10.1080/14708477.2012.722104.

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Bodric, Radmila. "Aligning English grammar testing with European language standards." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 129–52. http://dx.doi.org/10.2298/zipi1501129b.

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In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001) (CEFR), a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a) determining which particular areas of grammar need to be learned by students at level B2, (b) formulating grammatical desc

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Noijons, José. "Testing Computer Assisted Language Testing." CALICO Journal 12, no. 1 (2013): 37–58. http://dx.doi.org/10.1558/cj.v12i1.37-58.

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Much computer assisted language learning (CALL) material that includes tests and exercises looks attractive enough but is clearly lacking in terms of validation: the possibilities of the computer and the inventiveness of the programmers mainly determine the format of tests and exercises, causing possible harm to a fair assessment of pupils' language abilities. This article begins with a definition of computer assisted language testing (CALT), followed by a discussion of the various processes involved. E3oth advantages and disadvantages of CALT are outlined. Psychometric aspects of comput

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Zelenicka, Elena, Renata Pavlova, Olga Csalova, and Pavol Burcl. "Language Testing and Certification in an International Context." Integration of Education 27, no. 1 (2023): 155–70. http://dx.doi.org/10.15507/1991-9468.110.027.202301.155-170.

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Introduction. The aim of this research is to define what role continuous assessment plays in foreign language teaching. We analysed some of the most frequent communication and language mistakes by our research sample students in their written communications at the B2 level. We believe these correlations have yet to be closely studied in the context of the foreign language teaching process since there is a significant increase in the number of international students entering Slovak universities for programs implemented in the Slovak language. We also researched the current interest of our non-S

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Knoch, Ute. "Research in language assessment." Language Teaching 50, no. 1 (2016): 138–42. http://dx.doi.org/10.1017/s0261444816000331.

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Since its inception in 1990, the Language Testing Research Centre (LTRC) at the University of Melbourne has earned an international reputation for its work in the areas of language assessment and testing as well as program evaluation. The mission of the centre is: (1) to carry out and promote research and development in language testing; (2) to develop tests and other appropriate proficiency measurement instruments for English and other languages; (3) to evaluate programmes of language learning and teaching; (4) to provide consultancy services in evaluation and testing; and (5) to provide educ

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Ali, Md Maksud, M. Obaidul Hamid, and Ian Hardy. "Ritualisation of testing: problematising high-stakes English-language testing in Bangladesh." Compare: A Journal of Comparative and International Education 50, no. 4 (2018): 533–53. http://dx.doi.org/10.1080/03057925.2018.1535890.

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Curtis, Andy. "Book review: Testing the Untestable in Language Education." Language Testing 30, no. 4 (2013): 557–60. http://dx.doi.org/10.1177/0265532212475126.

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Laborda, Jesús García. "Interface architecture for testing in foreign language education." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2754–57. http://dx.doi.org/10.1016/j.sbspro.2009.01.488.

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Tomlinson, B. "Testing to learn: a personal view of language testing." ELT Journal 59, no. 1 (2005): 39–46. http://dx.doi.org/10.1093/elt/cci005.

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Thèses sur le sujet "Language education testing"

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Gaivoronska, V. V., and Yu Romanov. "Testing and assessment in language education." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41425.

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Gonzalez, Arturo. "An Examination of the Validity of State Standardized Testing of English Language Learners." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240280.

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<p> The purpose of this study was to determine the validity of state standardized testing English Language Learners are required to participate in as part of the Elementary and Secondary Education Act (ESEA). Although policymakers continue to debate the minutia of the academic accountability for English Language Learners, the over-arching question of test validity has continued to be ignored. Current federal requirements identify participation in state standardized testing of all English Language Learners who have been in country more than one academic year. Data collected for analysis include

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Abdel-Naby, Mahmoud Ahmed. "Communicative language testing in an ESP context : a case study of Kuwait Business Institute." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284463.

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Wall, Dianne Marie. "The impact of high-stake examinations on classroom teaching : a case study using insights from testing and innovation theory." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302430.

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Mikhailova, Julia V. "Comparison of interpersonal and presentational description in Russian oral proficiency testing." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117225383.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 284 p.; also includes graphics (some col.) Includes bibliographical references (p. 274-284). Available online via OhioLINK's ETD Center

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Teemant, Annela. "The role of language proficiency, test anxiety, and testing preferences in ESL students' test performance in content-area courses." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1241104829.

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Moran, Renee Rice. "Impact of Standardized Testing on the Culture of Teaching." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3606.

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Marlow, Kimberly. "CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2710.

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The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessm

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Arcuino, Cathy Lee T. "The relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) scores and academic success of international Master's students." Thesis, Colorado State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565474.

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<p> The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who graduated within 2006-2011. The total number of students records utilized were 793 (35.7% were female and 65.3% were male). </p><p> The study did not find a significant difference between TOEFL (paper-based, computer-based, and internet-based) a

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Graham, Meadow Sherrill. "Performing Identities as Literate Fourth Graders via (D)iscourse in a Testing-Driven Classroom." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/25.

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Students in every classroom construct a (D)iscourse of literacy that reflects not only who they are but their environment as well. (D)iscourses are more than just dialogues, rather they integrate not only the cultural values and norms of that situation, but also the specific language needs (Gee, 2001). Additionally, (D)iscourses reveal the internal narratives of individuals as they present themselves within context to others (Bruner, 2002). The No Child Left Behind Act of 2001 (NCLB) introduced new influences on school and classroom environments. NCLB implemented standardized, high-stakes test

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Livres sur le sujet "Language education testing"

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Paran, Amos, and Lies Sercu, eds. Testing the Untestable in Language Education. Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692672.

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Paran, Amos. Testing the untestable in foreign language education. Multilingual Matters, 2010.

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Caroline, Clapham, and Corson David, eds. Language testing and assessment. Kluwer, 1997.

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Kiely, Richard. Program evaluation in language education. Palgrave Macmillan, 2005.

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Richard, Tucker G., and Corson David, eds. Second language education. Kluwer, 1997.

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Blank, Marion. Preschool Language Assessment Instrument: Examiner's manual. 2nd ed. Pro-Ed, 2003.

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Branch, Alberta Student Evaluation. Language of testing study report, May 1992: Student evaluation. Alberta Education, Student Evaluation, 1992.

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Charles, Alderson J., ed. The politics of language education: Individuals and institutions. Continuum, 2007.

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Boyle, James. Early language skills checklist: Observation-based assessment for early education. Hodder & Stoughton, 1998.

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editor, Silva-Corvalán Carmen, ed. Language dominance in bilinguals: Issues of measurement and operationalization. Cambridge University Press, 2015.

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Chapitres de livres sur le sujet "Language education testing"

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Fulcher, Glenn. "Language Testing." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_62.

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Davidson, F., C. E. Turner, and A. Huhta. "Language Testing Standards." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_27.

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McNamara, Tim. "Performance Testing." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_13.

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Elder, Catherine. "Language Assessment in Higher Education." In Language Testing and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_35.

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Elder, Catherine. "Language Assessment in Higher Education." In Language Testing and Assessment. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_35-1.

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Hamp-Lyons, Liz. "Ethics in Language Testing." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_29.

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Gruba, Paul, and Chris Corbel. "Computer-Based Testing." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_14.

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Lynch, Brian K., and Fred Davidson. "Criterion Referenced Testing." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_24.

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Douglas, Dan. "Language for Specific Purposes Testing." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_11.

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Menken, Kate. "High-Stakes Tests as De Facto Language Education Policies." In Language Testing and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_25.

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Actes de conférences sur le sujet "Language education testing"

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Nizon-Deladoeuille, Martin, Brynjólfur Stefánsson, Helmut Neukirchen, and Thomas Welsh. "Towards Supporting Penetration Testing Education with Large Language Models: an Evaluation and Comparison." In 2024 11th International Conference on Social Networks Analysis, Management and Security (SNAMS). IEEE, 2024. https://doi.org/10.1109/snams64316.2024.10883774.

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Liu, Chang, Yan Jiang, and Dongxia Zheng. "Exploration of Course Practice on the Integration of AI Language Model and Ideological and Political Education : The Course of "Software Testing" as an Example." In 2024 5th International Conference on Information Science and Education (ICISE-IE). IEEE, 2024. https://doi.org/10.1109/icise-ie64355.2024.11025195.

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Raja Subramanian, R., Brundavanam Surekha, Peram SubbaRao, Sujitha M, and P. Dinesh Sai Chakravarthy. "Automating the detection of plagiarism in educational content using Natural language processing." In 2025 International Conference on Computational Robotics, Testing and Engineering Evaluation (ICCRTEE). IEEE, 2025. https://doi.org/10.1109/iccrtee64519.2025.11052934.

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Kunovski, Marina, and Lorenzo Rocca. "LANGUAGE TESTING OUTSIDE THE LANGUAGE ENVIRONMENT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1416.

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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairnes

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Jun Chen and Lei Wang. "Computerized adaptive testing: A new trend in language testing." In 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641509.

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Yesenina, N. Ye. "METHODICAL ASPECTS OF FOREIGN LANGUAGE TESTING." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-7-1-127-130.

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Tian, Pinjing. "Research on Foreign Language Testing." In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.74.

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Cheng, Ke. "Computer-based language testing: Perspectives of the past and the future." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228276.

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Derdizova, Farida, Lilia Mustafina, Farida Sakhapova, and Lilia Slavina. "TESTING AS A MEANS OF SECOND LANGUAGE ACQUISITION ASSESSMENT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0748.

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Rapports d'organisations sur le sujet "Language education testing"

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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard

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Burstein, Jill, Geoffrey LaFlair, Antony Kunnan, and Alina von Davier. A Theoretical Assessment Ecosystem for a Digital-First Assessment - The Duolingo English Test. Duolingo, 2022. http://dx.doi.org/10.46999/kiqf4328.

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The Duolingo English Test is a groundbreaking, digitalfirst, computeradaptive measure of English language proficiency for communication and use in Englishmedium settings. The test measures four key English language proficiency constructs: Speaking, Writing, Reading, and Listening (SWRL), and is aligned with the Common European Framework of Reference for Languages (CEFR) proficiency levels and descriptors. As a digitalfirst assessment, the test uses “humanintheloop AI” from end to end for test security, automated item generation, and scoring of testtaker responses. This paper presents a

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PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussi

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Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant lear

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Kaminski, Linda, Magaly Lavadenz, and Elvira Armas. No. 12, September 2023. The Impact of the Bilingual Teacher Professional Development Program: Expanding Opportunities to Grow the Profession. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.policy.13.

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This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP awarded funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findin

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw

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Kiniry, Joanne, Anastasios Karakolidis, Sharon M. Nelis, et al. The National Assessments of Mathematics and English Reading 2021: Context Report. Educational Research Centre, 2025. https://doi.org/10.70092/1413183.0325.

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The 2021 National Assessments of English Reading and Mathematics (NAMER) Context Report offers a comprehensive analysis of the factors influencing achievement in Second class English reading and Sixth class maths in Ireland. Due to pandemic-related disruptions, NAMER 2021 was postponed from 2020 and adapted to reduce the testing burden. Pupils had experienced approximately two months of remote teaching prior to returning to face-to-face instruction in March 2021. Drawing on data from questionnaires administered to pupils, teachers, and school principals, this report situates performance outcom

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei

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Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

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The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational v

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