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Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach

Applied linguistics, 2009-09, Vol.30 (3), p.315-334

2009

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A new test for China? Stages in the development of an assessment for professional purposes

Assessment in education : principles, policy & practice, 2015-10, Vol.22 (4), p.397-426

2015

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The Englishes of English tests: bias revisited

World Englishes, 2008-02, Vol.27 (1), p.26-39

2008

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Washback, impact and validity: ethical concerns

Language testing, 1997-11, Vol.14 (3), p.295-303

Hamp-Lyons, Liz

1997

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Developing a level-specific checklist for assessing EFL writing

Language testing, 2021-01, Vol.38 (1), p.86-105

Lukácsi, Zoltán

2021

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Investigating the relationship between the use of English for academic purposes and academic attainment

Journal of English for academic purposes, 2012-09, Vol.11 (3), p.210-219

2012

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Washback of an oral assessment system in the EFL classroom

Language testing, 2010-01, Vol.27 (1), p.33-49

2010

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Test review: Test of English as a Foreign Language™: Internet-based Test (TOEFL iBT®)

Language Testing, 2009, Vol.26 (4), p.621-631

Alderson, J. Charles

2009

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“The Road Not Taken” in Language Testing: Sociocultural Implications of Test and Teaching Contents

TESOL quarterly, 2022-12, Vol.56 (4), p.1486-1503

Noori, Mahdieh

2022

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Score generalizability of academic writing tasks: Does one test method fit it all?

Language testing, 2009-10, Vol.26 (4), p.507-531

Gebril, Atta

2009

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Do secondary school-leaving English examination results predict university students' academic writing performance? A latent profile analysis

Assessment and evaluation in higher education, 2020-05, Vol.45 (4), p.629-642

2020

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Language assessment training in Hong Kong: Implications for language assessment literacy

Language testing, 2015-04, Vol.32 (2), p.169-197

Lam, Ricky

2015

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Drawing on repeat test takers to study test preparation practices and their links to score gains

Language testing, 2020-10, Vol.37 (4), p.550-572

2020

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Interactional Competence: Conceptualisations, Operationalisations, and Outstanding Questions

Language assessment quarterly, 2018-07, Vol.15 (3), p.219-236

2018

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The Effects of International Accents and Shared First Language on Listening Comprehension Tests

TESOL quarterly, 2019-03, Vol.53 (1), p.56-81

2019

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Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing

Language teaching research : LTR, 2019-09, Vol.23 (5), p.633-654

Rahimi, Muhammad

2019

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Evaluating Prototype Tasks and Alternative Rating Schemes for a New ESL Writing Test through G-theory

International journal of testing, 2007-11, Vol.7 (4), p.353-385

2007

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What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence

Language testing, 2018-07, Vol.35 (3), p.377-401

Lam, Daniel M. K.

2018

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Preparing for the higher education admission test: preparation practices and test takers' achievement goal orientations

Assessment and evaluation in higher education, 2021-02, Vol.46 (2), p.312-325

2021

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English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations

Language testing, 2023-10, Vol.40 (4), p.933-959

2023

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Shaping a score: Complexity, accuracy, and fluency in integrated writing performances

Language testing, 2019-04, Vol.36 (2), p.161-179

2019

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Managing proposal sequences in role-play assessment: Validity evidence of interactional competence across levels

Language testing, 2020-01, Vol.37 (1), p.76-106

Youn, Soo Jung

2020

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Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study

Assessing writing, 2013-07, Vol.18 (3), p.218-238

2013

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Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity

Language testing, 2011-01, Vol.28 (1), p.51-75

Barkaoui, Khaled

2011

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Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: a case study

Language Testing in Asia, 2022-12, Vol.12 (1), p.1-24, Article 47

2022

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Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach

A new test for China? Stages in the development of an assessment for professional purposes

The Englishes of English tests: bias revisited

Washback, impact and validity: ethical concerns

Developing a level-specific checklist for assessing EFL writing

Investigating the relationship between the use of English for academic purposes and academic attainment

Washback of an oral assessment system in the EFL classroom

Test review: Test of English as a Foreign Language™: Internet-based Test (TOEFL iBT®)

“The Road Not Taken” in Language Testing: Sociocultural Implications of Test and Teaching Contents

Score generalizability of academic writing tasks: Does one test method fit it all?

Do secondary school-leaving English examination results predict university students' academic writing performance? A latent profile analysis

Language assessment training in Hong Kong: Implications for language assessment literacy

Drawing on repeat test takers to study test preparation practices and their links to score gains

Interactional Competence: Conceptualisations, Operationalisations, and Outstanding Questions

The Effects of International Accents and Shared First Language on Listening Comprehension Tests

Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing

Evaluating Prototype Tasks and Alternative Rating Schemes for a New ESL Writing Test through G-theory

What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence

Preparing for the higher education admission test: preparation practices and test takers' achievement goal orientations

English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations

Shaping a score: Complexity, accuracy, and fluency in integrated writing performances

Managing proposal sequences in role-play assessment: Validity evidence of interactional competence across levels

Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study

Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity

Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: a case study

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