English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Language testing professionals as well as teacher educators have articulated the need for a broad variety stakeholders, including classroom teachers, to develop assessment literacy. In this paper we argue that when teachers are involved in local development projects, they have the opportunity—and the need—to expand their assessment knowledge and skills beyond what is necessary for conducting principled classroom assessments. We further claim that a particular analytic approach, Rasch analysis, should be considered a possible element of this expanded assessment literacy. To this end, we use placement exam data from one Colombian university to illustrate how Rasch analysis differs from—and can usefully complement—classical test theory.

Classical test theory and item response theory: Two understandings of one high-stakes performance exam