Studies in Language Assessment

2023-1-20

A fair go: Translanguaging and assessment practices in a New Zealand junior college

2023-1-1

Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)

2023-1-1

Students’ perceptions of teacher assessment practices in foreign language emergency remote teaching during Covid-19 in Finland

2023-1-1

An exploratory study of the construct measured by automated writing scores across task types and test occasions

2023-1-1

Decision making in large-scale language testing: Intersections of policy, practice and research

2023-1-1

The listening and speaking test of NMET Shanghai

2023-1-1

Making room for learning and assessing together in bilingual, bicultural teaching teams at a remote Warlpiri school in Central Australia

2023-1-1

Seeing the positives in assessment. Contributing to a “literature of doing” school-based Aboriginal language revival programs

2023-1-1

Fairer for all: Teachers identifying and solving problems with the assessment of English language learners in the mainstream classroom

2023-1-1

I.S.P. Nation & A. Coxhead. Measuring Native-Speaker Vocabulary Size.

2023-1-1

Phantom young English language learners: The shadowy presence of second language proficiency in (English medium) early childhood assessment

2023-1-1

Unguided. Assessing young EAL/D learners' achievements in mainstream curriculum areas

2023-1-1

EAL/D or an additional need? A cycle of learning, teaching and assessment to discern if an EAL/D student has additional needs to learning English

2023-1-1

Including the excluded: Young language learners and fair assessment in school and early childhood

2023-1-1

The new national literacy tests for post-primary students in Aotearoa New Zealand: How process and design issues undermine principles of a strong and fair qualification

2023-1-1

A. Huhta, C. Harsch, D. Leontjev & L. Nieminen. The Diagnosis of Writing in a Second or Foreign Language.

2023-1-1

Developing the Little Kids’ Word List app, a fair assessment tool of communicative development for young Aboriginal children in multilingual families in Central Australia

2023-1-1

A culturally sustaining and valid Alaska Native Language (Yugtun) assessment for school children

2023-1-1

Language assessment literacy: Understanding the construct from Norwegian EFL teachers’ perspective

2022-1-1

Contextual variables in written assessment feedback in a university-level Spanish program

2022-1-1

Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan

2022-1-1

Is the devil you know better? Testwiseness and eliciting evidence of interactional competence in familiar versus unfamiliar triadic speaking tasks

2022-1-1

College English Test–Spoken English Test (CET-SET)

2022-1-1

Gebril, A. (Ed.) Learning-Oriented Language Assessment: Putting Theory into Practice.

2022-1-1

Language assessment literacy of language teachers in the context of adult education in Spain

2022-1-1

Implications of training university teachers in developing local writing rating scales

2022-1-1

Investigating cognitive processes in different item formats in reading tests through eye-tracking and verbal protocols

2022-1-1

The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety

2022-1-1

Exploring shared and individual assessment of paired oral interactions

2022-1-1

The meaningfulness of two curriculum-based national tests of English as a foreign language

2022-1-1

Language assessment literacy and test validation: Highlighting the role of language teachers

2022-1-1

The challenges of providing expert advice in policy contexts

2021-1-1

Language testing within policy contexts: Conceptual and instrumental challenges

2021-1-1

J. Fan. The Development and Validation of Standards in Language Testing

2021-1-1

Salaberry, M.R. & Burch, A.R. (Eds.) Assessing Speaking in Context: Expanding the Construct and its Applications

2021-1-1

The face of communication breakdown: Multimodal repair in L2 oral proficiency interviews

2021-1-1

Negotiating the boundaries of responsibility: Rethinking test takers and the ethics of testing

2021-1-1

The effect of prompt accent on elicited imitation assessments in English as a second language

2021-1-1

U. Knoch & S. Macqueen. Assessing English for Professional Purposes

2021-1-1

Towards ‘policy responsible’ language testing: Framing the Language Testing Research Centre’s contribution in languages other than English

2021-1-1

Trust the test: Score-user perspectives on the roles of language tests in professional registration and skilled migration

2021-1-1

Dimova, S., Yan, X. & Ginther, A. Local Language Testing: Design, Implementation and Development

2021-1-1

The Generations: Research and Application at the LTRC

2021-1-1

L.F. Bachman & B. Damböck. Language Assessment for Classroom Teachers

2020-1-1

Contextualised judgements: A comparison of the rating criteria used to judge oral presentations in higher education and speaking performances in the TOEFL iBT™

2020-1-1

How do raters understand rubrics for assessing L2 interactional engagement? A comparative study of CA- and non-CA-formulated performance descriptors

2020-1-1

Resolving interactional troubles and maintaining progressivity in paired speaking assessment in an EFL context

2020-1-1

Where Conversation Analysis meets Language Assessment: Toward expanding epistemologies and validity evidence

2020-1-1

N. Jones & N. Saville. Learning Oriented Assessment: A Systemic Approach (Vol. 45)

2020-1-1