Browse By Person: May, Lynette
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Number of items: 17.
May, Lyn (2011) Interaction in a Paired Speaking Test : the Rater's Perspective. Language Testing and Evaluation, 24. Peter Lang, Frankfurt, Germany.
Chen, Qiuxian & May, Lyn (2015) The Chinese Students' Response to an Assessment Policy Change: A Case Study. In Yu, Guoxing & Jin, Yan (Eds.) Assessing Chinese Learners of English: Language Constructs, Consequences and Conundrums. Palgrave Macmilan. (In Press)
Kettle, Margaret A. & May, Lynette A. (2012) The ascendancy of oracy in university courses: Implications for teachers and second language users. In Gitsaki, Christina & Baldauf, Richard (Eds.) The Future Directions in Applied Linguistics: Local and Global Perspectives. Cambridge Scholars Publishing.
May, Lynette Anne (2005) The reading project : An alternative approach to assessing reading. In Kwah, Poh Foong & Vallance, Michael (Eds.) Teaching English to Chinese ESL Students: Classroom practices. Pearson Education, Singapore, pp. 110-115.
May, Lyn & Dooley, Karen (2014) Editorial - Assessment of EAL/D learners : the validity of teachers' professional judgements. TESOL in Context, 24(2), pp. 2-5.
Dooley, Karen & May, Lyn (2013) Bilingualism, literacy and NAPLAN : ongoing challenges for EAL/D education [Editorial]. TESOL in Context.
Mu, Guanglun Michael, Zheng, Xinrong, Jia, Ning, Li, Xiaohua, Wang, Shaoyi, Chen, Yachuan, et al. (2013) Revisiting educational equity and quality in China through confucianism, policy, research, and practice. The Australian Educational Researcher, 40(3), pp. 373-389.
Chen, Qiuxian, May, Lynette A., Klenowski, Valentina, & Kettle, Margaret A. (2013) The enactment of formative assessment in English language classrooms in two Chinese universities : teacher and student responses. Assessment in Education: Principles, Policy and Practice.
Chen, Qiuxian , Kettle, Margaret A., Klenowski, Val, & May, Lyn (2012) Interpretations of formative assessment in the teaching of English at two Chinese universities : a sociocultural perspective. Assessment and Evaluation in Higher Education.
May, Lynette A. (2011) Interactional competence in a paired speaking test : features salient to raters. Language Assessment Quarterly, 8(2), pp. 127-145.
Doherty, Catherine A., Kettle, Margaret A., May, Lynette A., & Caukill, Emma (2011) Talking the talk : oracy demands in first year university assessment tasks. Assessment in Education, 18(1), pp. 27-39.
May, Lynette A. (2010) Developing speaking assessment tasks to reflect the 'social turn' in language testing. University of Sydney Papers in TESOL, 5, pp. 1-30.
May, Lynette A. (2009) Co-constructed interaction in a paired speaking test : the rater's perspective. Language Testing, 26(3), pp. 397-422.
May, Lynette A. (2006) An examination of rater orientations on a paired candidate discussion task through stimulated verbal recall. Melbourne Papers in Language Testing (MPLT), 11(1), pp. 29-51.
McNamara, Tim, Hill, Kathryn, & May, Lynette A. (2002) Discourse and assessment. Annual Review of Applied Linguistics, 22, pp. 221-242.
May, Lynette A. (2000) Assessment of oral proficiency in EAP programs : a case for pair interaction. Language & Communication Review, 9(1), pp. 13-19.
Hoang, Viet-Ngu, May, Lynette A., & Tang, Tommy (2012) The effects of linguistic factors on student performance on economics multiple choice questions. Social Science Research Network.