Personen
Franz Holzknecht
Titel
PhD
Funktion
Advanced Researcher
Telefon
E-Mail
franz.holzknecht [at] hfh.ch
Raum
135
Sprechstunde
nach Vereinbarung
Studiengänge
Logopädie
Institut
Institut für Sprache und Kommunikation unter erschwerten BedingungenZum Institut
Tätigkeit an der HfH
Profil
My research interests are mainly in language assessment, particularly in sign language assessment, listening assessment, writing assessment, the application of the Common European Framework for language test development, and the use of eye-tracking for language assessment research.
I am a member of the International Language Testing Association (ILTA), the European Association for Language Testing and Assessment (EALTA), the UK Association for Language Testing and Assessment (UKALTA), the Eye-Tracking Special Interest Group (ETSIG), and the Language Testing Research Group at Lancaster University.
Ausbildung
Ph.D. in Language Testing at Lancaster University (England), M.A. in Language Testing at Lancaster University, Mag. (double M.A. degree) in teaching English and Sports Science at the University of Innsbruck (Austria)
Forschung zu
Automatic recognition and assessment of sign language, response processes of language test takers, assessing L2 listening and L2 writing, language test development
Zeitschriftenartikel (peer-reviewed)
(2022).
Epilogue to the special issue on the nature and measurement of second language listening.
International Journal of Listening,
36
(2),
171–173.
(2021).
The effect of response order on candidate viewing behaviour and item difficulty in a multiple-choice listening test.
Language Testing,
38
(1),
41–61.
(2018).
Comparing the outcomes of two different approaches to CEFR-based rating of students' writing performances across two European countries.
Assessing Writing,
37,
57–67.
(2016).
Evaluating the achievements and challenges in reforming a national language exam: The reform team’s perspective.
Papers in Language Testing and Assessment,
5
(1),
1–22.
Bücher und Buchbeiträge
(2022).
Individual difference factors for second language listening.
In S. Li, P. Hiver, & M. Papi (Hrsg.),
The Routledge handbook of second language acquisition and individual differences
(S. 331–346).
Routledge.
(2022).
Pre-operational testing.
In G. Fulcher, & L. Harding (Hrsg.),
The Routledge handbook of language testing
(2nd edition, S. 415–429).
Routledge.
(2018).
Delivering reform in a high stakes context: from content-based assessment to communicative and competence-based assessment.
In G. Sigott (Hrsg.),
Language testing in Austria: taking stock
(S. 219–240).
Peter Lang.
(2018).
Evaluating the effectiveness of a training program for double-raters.
In G. Sigott (Hrsg.),
Language testing in Austria: taking stock
(S. 607–628).
Peter Lang.
(2018).
Fostering language assessment literacy through teacher involvement in high-stakes test development.
In D. Xerri, & P. Vella Briffa (Hrsg.),
Teacher involvement in high stakes language testing
(S. 173–194).
Springer.
(2018).
Potentials and challenges of teacher involvement in rating scale design for high-stakes exams.
In D. Xerri, & P. Vella Briffa (Hrsg.),
Teacher involvement in high stakes language testing
(S. 47–66).
Springer.
(2018).
Reading strategies in the standardized Austrian matriculation examination (Matura) for English.
In G. Sigott (Hrsg.),
Language testing in Austria: taking stock
(S. 563–584).
Peter Lang.
Weitere Publikationen
(2019).
[Besprechung des Buches "Assessing L2 listening: Moving towards authenticity" von G. J. Ockey & E. Wagner].
In Language Testing, 37(2), 305–308.
(2018).
Assessing writing at lower levels: Research findings, task development locally and internationally, and the opportunities presented by the extended CEFR descriptors (Nr. AR-G/2018/4).
British Council.
(2018).
IELTS listening sub-test.
In J. I. Liontas, M. DelliCarpini, & J. C. Riopel (Hrsg.),
The TESOL Encyclopedia of English Language Teaching
(Artikel xx).
Wiley.
(2017).
Looking into listening: Using eye-tracking to establish the cognitive validity of the Aptis Listening Test (Nr. AR-G/2017/3).
British Council.
Konferenzbeiträge
Aligning lexical concepts across languages and language-modalities to the CEFR
[Konferenzvortrag].
Language Testing Research Colloquium,
online.
An analysis of answer changes to infer listening test takers' response processes
[Konferenzvortrag].
Language Testing Forum 2021,
online.
Double play in listening assessment
[Konferenzvortrag].
Language Testing Research Colloquium 2020,
online.
Using automatic sign language recognition for sentence-level assessment of Swiss German Sign Language - SMILE-II
[Konferenzvortrag].
Language Testing Research Colloquium 2020,
online.
Investigating the cognitive validity of a multilevel L2 writing assessment: A mixed-methods approach
[Konferenzvortrag].
17th EALTA conference,
online.
Using Common Standards to Explore the Match Between Reading Materials and Students’ Reading Ability in EMI Programmes
[Konferenzvortrag].
17th EALTA conference,
online.
Double play in listening assessment
[Konferenzvortrag].
American Association of Applied Linguistics (AAAL) Conference,
online.
Andere Referate/Vorträge (im Berufsfeld, Vorlesung an Hochschule etc.)
Double play in Matura listening tasks: How valid is it?
Vortrag im Ministerium für Bildung und Forschung,
Wien, Österreich.
Mock viva: Double play in listening assessment.
Language Testing Research Group Meeting,
Universität Lancaster, England.
From 0 to 10 years and beyond: Accountability, consequences, and potential future validation agendas for the SRDP.
Symposium "Reforming the Austrian Matura - 10 years on",
Universität Innsbruck, Österreich.
Listening once or twice: A pilot study.
Language Testing Research Group Meeting,
Universität Lancaster, England.
The cognitive validity of repeating the input in listening assessment.
Language Testing Research Group Meeting,
Universität Lancaster, England.
Öffentlichkeitsarbeit
(2021, Juni 1).
Studying listening test-takers’ response processes: challenges and opportunities
[Online-Ressource].
Universität Melbourne, Australien.
(2020, Juli 7).
Comparing ratings of writing performances with different rating scales across European countries. OASIS Summary of F. Holzknecht, A. Huhta & I. Lamprianou (2018) in Assessing Writing
[Online-Ressource].
OASIS Database.
(2020, Juli 7).
Testing listening with multiple choice tasks: Is the order of the answer options important?. OASIS Summary of F. Holzknecht et al. (2020) in Language Testing.
[Online-Ressource].
OASIS Database.