Journal
Ashton, K. (2019). Approaches to teaching in the multi-level language classroom.
Innovation in Language Learning and Teaching. 13(2), 162-177
[Journal article]Authored by: Ashton, K.Read Online:
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Ashton, K. (2018). Exploring teacher views of multi-level language classes in New Zealand secondary schools.
Teaching and Teacher Education. 69, 104-118
[Journal article]Authored by: Ashton, K.Read Online:
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Carusi, FT., Rawlins, P., & Ashton, K. (2018). The ontological politics of evidence and policy enablement.
Journal of Education Policy. 33(3), 343-360
[Journal article]Authored by: Ashton, K., Carusi Jr, F., Rawlins, P.Read Online:
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Ashton, K. (2016). Assessing foreign language students' spoken proficiency: Stakeholder perspectives on assessment innovation..
The TESOLANZ Journal. , 93-95
[Book Review]Authored by: Ashton, K.Ashton, K. (2016). Read, J. (2015). Assessing English proficiency for university study. Basingstoke, UK: Palgrave Macmillan. ISBN 9781137495891. 272 pp. [book review].
New Zealand Studies in Applied Linguistics. 22(1), 59-59
[Book Review]Authored by: Ashton, K.view more...
Ashton, K. (2019). Reading approach and strategy use across languages in an assessment context: does one-size fit all?.
Language Learning Journal. 47(1), 34-48
[Journal article]Authored by: Ashton, K.Read Online:
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Ashton, K. (2016). Reflections on international comparative education survey methodology: a case study of the European Survey on Language Competences.
Compare. 46(3), 414-434
[Journal article]Authored by: Ashton, K.Read Online:
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Ashton, K. (2014). Using self-assessment to compare learners' reading proficiency in a multilingual assessment framework.
System. 42(1), 105-119
[Journal article]Authored by: Ashton, K.Read Online:
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Ashton, K. (2013). Reflections on the European Survey on language competences: Looking back, looking forwards.
Research Notes. (52), 20-23 Retrieved from http://www.cambridgeenglish.org/images/139525-research-notes-52-document.pdf
[Journal article]Authored by: Ashton, K.Read Abstract:
Jones, N., & Ashton, K. (2013). The European Survey on language competences.
Academic Exchange Quarterly. 17(1), 127-132 Retrieved from http://rapidintellect.com/AEQweb/spr2013.htm
[Journal article]Authored by: Ashton, K.Ashton, K., Salamoura, A., & Diaz, E. (2012). The BEDA impact project: A preliminary investigation of a bilingual programme in Spain.
Research Notes. 50, 34-42 Retrieved from http://www.cambridgeesol.org/rs_notes/rs_nts50.pdf
[Journal article]Authored by: Ashton, K.Ashton, K. (2011). Comparing proficiency levels in an assessment context: The construct of reading for secondary school learners of German, Japanese and Urdu in England.
Japanese Language and Literature. 45(2), 347-348
[Journal article]Authored by: Ashton, K.Ashton, K. (2010). Comparing proficiency levels in a multi-lingual assessment context.
Research Notes. 42, 14-15 Retrieved from http://www.cambridgeesol.org/rs_notes/rs_nts42.pdf
[Journal article]Authored by: Ashton, K.Ashton, K. (2006). Asset Languages update.
Research Notes. 25, 21-21
[Journal article]Authored by: Ashton, K.Ashton, K. (2006). Can Do self-assessment: investigating cross-language comparability in reading.
Research Notes. 24, 10-14 Retrieved from http://www.cambridgeesol.org/rs_notes/rs_nts24.pdf
[Journal article]Authored by: Ashton, K.Jones, N., Green, K., Ashton, K., & Chen, A. (2005). Constructing the languages ladder: Challenges facing the asset languages project.
ALTE News. Winter 2004 - Spring 2005, 5-9 Retrieved from http://piaf.ciep.fr/_DELF_DALF/Documents/alte_newsletter.pdf
[Journal article]Authored by: Ashton, K.Jones, N., Ashton, K., & Shi-Yi Chen, A. (2005). Rising to the challenge of Asset Languages.
Research Notes. 19, 2-4 Retrieved from http://research.cambridgeesol.org/research-notes/issue-19-february-2005
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Book
Ashton, K. (2018). Bridging the policy/practice divide: A focus on policy learning, pedagogy, and equality. In
International Perspectives on Education and Society. (pp. 67 - 73).
[Chapter]Authored by: Ashton, K.Read Online:
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Ashton, K., & Shino, P. (2016). Table talk: interpreting enrolment patterns in Japanese at Massey University. In M. Ogino, P. Shino, & D. Nesbitt (Eds.)
Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand. (pp. 43 - 90). Auckland, New Zealand: Massey University Press
[Chapter]Authored by: Ashton, K., Shino, P.Jones, N., & Ashton, K. (2015). The European survey on language competences. In A. Franca Plastina, E. Di Martino, B. Di Sabato, & M. Pasqua (Eds.)
Language in society and professional domains: Linguistic and educational issues. (pp. 10 - 14). New York: Academic Exchange Quarterly
[Chapter]Authored by: Ashton, K.Jones, N., Ashton, K., & Walker, T. (2010). Asset languages: A case study of piloting the CEFR Manual. In W. Martyniuk (Ed.)
Studies in Language Testing 33. Aligning tests with the CEFR: Reflections on using the Council of Europe's draft manual. (pp. 227 - 246). Cambridge, UK: Cambridge University Press
[Chapter]Authored by: Ashton, K.Ashton, K. (2008). The languages ladder and asset languages: A new assessment framework for languages in England. In C. Kenner, & T. Hickey (Eds.)
Multilingual Europe: Diversity and learning. (pp. 175 - 177). Staffordshire, UK: Trentham Books
[Chapter]Authored by: Ashton, K.
Report
Ashton, K., Hartnett, M., & Rawlins, P. (2018).
Understanding Massey University learners' help-seeking behaviour including the use of Studiosity. Massey University.
[Commissioned Report]Authored by: Ashton, K., Hartnett, M., Rawlins, P.Rawlins, P., Ashton, K., Carusi, T., & Lewis, E. (2015).
Investing in educational success: An investigation of the evidence base.
[Commissioned Report]Authored by: Ashton, K., Carusi Jr, F., Rawlins, P.Read article at Massey Research Online:
McGee, A., Ashton, K., Dunn, K., & Taniwaki, T. (2013).
Japanese language education in New Zealand: An evaluative literature review of the decline in students since 2005. IPC Tertiary Institution.
[Commissioned Report]Authored by: Ashton, K.Read article at Massey Research Online:
Ashton, K., Jones, N., Maris, G., Schouwstra, S., Verhelst, N., Partchev, I., . . . Ryssevik, J. (2012).
Technical report for the first European Survey on Language Competences. European Commission.
[Commissioned Report]Authored by: Ashton, K.Read article at Massey Research Online:
Jones, N., Kortes, J., Gille, E., & Ashton, K. (2012).
Final report for the first European Survey on Language Competences. European Commission.
[Commissioned Report]Authored by: Ashton, K.Read article at Massey Research Online:
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Ashton, K. (2011).
The BEDA impact project: A preliminary investigation of a bilingual programme in Spain. FERE-CECA Madrid (Federación Española de Religiosos de la Enseñanza/Federation of Catholic Schools in Madrid).
[Commissioned Report]Authored by: Ashton, K.Read Abstract:
Verhelst, N., Jones, N., Ashton, K., Robinson, M., Chattopadhyay, M., Illyes, A., . . . Hideg, G. (2009).
Interim report for the European Survey on Language Competences. European Commission.
[Commissioned Report]Authored by: Ashton, K.Verhelst, N., Jones, N., Ashton, K., Robinson, M., Rubini, V., Chattopadhyay, M., . . . Hideg, G. (2008).
Inception report for the European Survey on Language Competences. European Commission.
[Commissioned Report]Authored by: Ashton, K.Read Abstract:
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Conference
Ashton, K. (2017, November). Pedagogy in the multi-level classroom. Presented at
ALANZ/ALAA/ALTAANZ Applied Linguistics in the New Millennium: Multiple Theories, Pathways, and Practices. Auckland.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K. (2016, November). It’s a juggling act: Assessing learners in the multi-level language classroom. Presented at
ALTAANZ 2016 In the classroom and beyond: Assessing language ability in different contexts. Auckland, New Zealand.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K. (2016, July). Teaching multi-level languages classes: Challenges and coping strategies. Presented at
NZ Association for Language Teachers (NZALT) Conference 2016. Nelson, New Zealand.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K. (2015, November). Methodology, policy and practice: A case study of the European Survey on Language Competences. Presented at
ALAA/ALANZ/ALTAANZ Learning in a multilingual world. Adelaide, Australia.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K. (2015, November). Minding the gap from methodology to policy: The European Survey on Language Competences. Presented at
Language, Education and Diversity (LED). Auckland, New Zealand.
[Conference Oral Presentation]Authored by: Ashton, K.view more...
Ashton, K. (2014, January). Large scale international surveys: New methodology needed?. Presented at
Conducting Cross-Cultural, Cross-National Research in International Settings. Bangkok, Thailand.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K. (2013). The European survey on language competences: Comparing language learning and proficiency across Europe. , ALANZ & ALAA 2013 Conference
[Conference Abstract]Authored by: Ashton, K.Ashton, K. (2013, November). The European survey on language competences: Comparing language learning and proficiency across Europe. Presented at
ALANZ & ALAA Conference. Victoria University Wellington.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K., Hirata, A., & Taniwaki, T. (2012, December). Sasakawa Japanese Language Education Fund Research Project. Presented at
The Tertiary Teaching of Japanese in New Zealand Symposium: Issues in the Asian Century. Palmerston North, New Zealand.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K. (2012, October). Community and ‘foreign’ language learners: Different types of learners with different needs. Presented at
Community Languages and English for Speakers of Other Languages (CLESOL): Emerging opportunities in new learning spaces. Palmerston North, New Zealand.
[Conference Oral Presentation]Authored by: Ashton, K.Read Abstract:
Ashton, K. (2012). Community and ‘foreign’ language learners: Different types of learners with different needs. In
CLESOL Programme Abstracts(pp. 36 - 36). , http://www.clesol.org.nz/2012/CLESOLAbstracts.pdf [CLESOL]: Emerging opportunities in new learning spaces New Zealand: http://www.clesol.org.nz/2012/CLESOLAbstracts.pdf
[Conference Abstract]Authored by: Ashton, K.Read Abstract:
Ashton, K. (2011, November). Researching impact in an educational assessment context. Presented at
II CONGRESO DE BILINGÜISMO BEDA, ERE-CECA Madrid (Federación Española de Religiosos de la Enseñanza/Federation of Catholic Schools in Madrid). Madrid, Spain.
[Conference Oral Presentation]Authored by: Ashton, K.Read Abstract:
Ashton, K. (2011, July). The European survey on language competences. Presented at
Association of Language Testers in Europe 4th International Conference (ALTE). Krakow, Poland.
[Conference Oral Presentation]Authored by: Ashton, K.Read Abstract:
Ashton, K., & Jones, N. (2011).
SurveyLang and the European survey on language
competences. Poster session presented at the meeting of Association of Language Testers in Europe (ALTE), Krakow. Krakow
[Conference Poster]Authored by: Ashton, K.Read Abstract:
Jones, N., & Ashton, K. (2011, June). The European survey on language competences: Constructing comparable multilingual tests aligned to the CEFR. Presented at
Language Testing Research Colloqium (LTRC). Michigan, USA.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K., & Wright, A. (2009, May). Developing a suite of multi-lingual assessments. Presented at
Language Teaching Symposium. Ghent, Belgium.
[Conference Oral Presentation]Authored by: Ashton, K.Read Abstract:
Ashton, K.(2008, April 10). Studying impact in a new assessment framework. , Association of Language Testers in Europe 3rd International Conference
[Conference Abstract]Authored by: Ashton, K.Read Abstract:
Ashton, K., & May, V. (2007, June). “Small rewarding steps”: Assessing learners and supporting teachers in UK classrooms. Presented at
European Association of Language Testers (EALTA). Sitges, Spain.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K. (2006).
Cross-language comparability in a new assessment framework for reading. Poster session presented at the meeting of Cambridge Linguistics (CamLing), Cambridge. Cambridge
[Conference Poster]Authored by: Ashton, K.Read Abstract:
Ashton, K. (2006, June). Can do self-assessment: Investigating cross-language comparability in reading. Presented at
Language at the University of Essex Postgraduate Conference (LangUE). Essex, England.
[Conference Oral Presentation]Authored by: Ashton, K.Read Abstract:
Ashton, K. (2006, April). Self-assessments for comparing learners' language proficiency. Presented at
Cambridge Educational Research Association (CamERA). Cambridge, UK.
[Conference Oral Presentation]Authored by: Ashton, K.Read Abstract:
Jones, N., & Ashton, K. (2005, June). Adapting the CEFR for Non-Latin script languages. Presented at
European Association of Language Testing and Assessment (EALTA). Voss, Norway.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K. (2005, May). Standardising speaking tests for the languages ladder: A case study across 3 languages and levels.. Presented at
Association of Language Testers in Europe 2nd International Conference (ALTE). Berlin, Germany.
[Conference Oral Presentation]Authored by: Ashton, K.Ashton, K., & Jones, N. (2004, November). Constructing a multi-lingual levels system – Asset Languages. Presented at
Language Testing Forum. Lancaster, UK.
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Other
Ashton, K. (2016).
Multi-level teaching research. : International Languages Exchanges and Pathways (ILEP) Learning Languages Newsletter, Vol. 3
[Internet publication]Authored by: Ashton, K.Khalifa, H., & Ashton, K. (2012, February). Researching impact in an educational assessment context. In
Cambridge Assessment Network, Cambridge, UK.
[Oral Presentation]Authored by: Ashton, K.Ashton, K. (2011, January). Comparing language learning and proficiency across Europe. In
Second Language Education Group (SLEG), University of Cambridge, UK.
[Oral Presentation]Authored by: Ashton, K.Read Abstract:
Ashton, K. (2010, December). The European survey on language competences. In
Centre for Applied Language Research (CALR) Seminar, University of Southampton, UK.
[Oral Presentation]Authored by: Ashton, K.Read Abstract:
Ashton, K. (2007, January). "Can you read what I can read?: Case studies of German, Japanese and Urdu learners". In
Second Language Education Group (SLEG), University of Cambridge, UK.
[Oral Presentation]Authored by: Ashton, K.Read Abstract:
