Estimating the difficulty of oral proficiency tasks: what does the test-taker have to offer?

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Cognitive Complexity and Task Sequencing: Studies in a Componential Framework for Second Language Task Design (2005, background): “…and therefore to select and sequence test tasks according to their difficulty (i.e., the challenge they pose to test candidates [. . .] (Elder et al. 2002: 348) The Triadic Componential Framework for task classification and design illustrated in Figure 1 distinguishes the cognitive…”
A multifaceted approach to investigating pre-task planning effects on paired oral test performance (2014, methodology): “…and language testing research have a reciprocal relationship in that issues proposed by task-based researchers have been applied and investigated in testing contexts and the results have then been fed back into task-based research (e.g., Elder et al., 2002; Iwashita et al., 2001; Skehan, 1998).”
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, background): “may be because, as suggested elsewhere (Elder et al., 2002), language tests encourage a focus on display that invites self-monitoring at the expense of more spontaneous language performance.”