OOIR: Observatory of International Research

Papers

(The median citation count of Language Testing is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)

Article	Citations
Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy	24
What can gaze behaviors, neuroimaging data, and test scores tell us about test method effects and cognitive load in listening assessments?	22
Developing individualized feedback for listening assessment: Combining standard setting and cognitive diagnostic assessment approaches	22
Using confidence intervals to determine adequate item sample sizes for vocabulary tests: An essential but overlooked practice	19
Interpreting testing and assessment: A state-of-the-art review	19
What scores from monologic speaking tests can(not) tell us about interactional competence	18
Examining the effects of different English speech varieties on an L2 academic listening comprehension test at the item level	14
The typology of second language listening constructs: A systematic review	14
Critical language assessment literacy of EFL teachers: Scale construction and validation	12
Revisiting rating scale development for rater-mediated language performance assessments: Modelling construct and contextual choices made by scale developers	12
Assessing Rasch measurement estimation methods across R packages with yes/no vocabulary test data	10
Hong Kong secondary students’ perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment	10
The vexing problem of validity and the future of second language assessment	9
Test-taker insights for language assessment policies and practices	8
A meta-analysis on the predictive validity of English language proficiency assessments for college admissions	8
Revisiting English language proficiency and its impact on the academic performance of domestic university students in Singapore	8
A comparative judgment approach to assessing Chinese Sign Language interpreting	8
Establishing meaning recall and meaning recognition vocabulary knowledge as distinct psychometric constructs in relation to reading proficiency	7
The relationship among accent familiarity, shared L1, and comprehensibility: A path analysis perspective	7
Application of an Automated Essay Scoring engine to English writing assessment using Many-Facet Rasch Measurement	7
Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests	7
Language testers and their place in the policy web	7
Our validity looks like justice. Does yours?	7
Measuring bilingual language dominance: An examination of the reliability of the Bilingual Language Profile	7
Bridging local needs and national standards: Use of standards-based individualized feedback of an in-house EFL listening test in China	7

Local tests, local contexts	7
Test Review: The International English Language Testing System (IELTS)	6
But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy	6
Investigating and optimizing score dependability of a local ITA speaking test across language groups: A generalizability theory approach	6
Review of the Japanese-Language Proficiency Test	5
Construct validity and fairness of an operational listening test with World Englishes	5
Innovation and expansion in Language Testing for changing times	5
Register variation in spoken and written language use across technology-mediated and non-technology-mediated learning environments	5
Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task	5
Who succeeds and who fails? Exploring the role of background variables in explaining the outcomes of L2 language tests	5
Examining the predictive validity of the Duolingo English Test: Evidence from a major UK university	5
What the analytic versus holistic scoring of international teaching assistants can reveal: Lexical grammar matters	4
Speaking performances, stakeholder perceptions, and test scores: Extrapolating from the Duolingo English test to the university	4
Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skills	4
Local placement test retrofit and building language assessment literacy with teacher stakeholders: A case study from Colombia	4
Assessing speaking through multimodal oral presentations: The case of construct underrepresentation in EAP contexts	4
Psychometric approaches to analyzing C-tests	4
Fairness of using different English accents: The effect of shared L1s in listening tasks of the Duolingo English test	4
Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT	3
Revisiting raters’ accent familiarity in speaking tests: Evidence that presentation mode interacts with accent familiarity to variably affect comprehensibility ratings	3
Examining the factor structure and its replicability across multiple listening test forms: Validity evidence for the Michigan English Test	3
The domain expert perspective: A qualitative study into the views expressed in a standard-setting exercise on a language for specific purposes (LSP) test for health professionals	3
A look into the practices and challenges of assessing young EFL learners’ writing in Croatia	3
Towards a new sophistication in vocabulary assessment	3
Modeling local item dependence in C-tests with the loglinear Rasch model	3
Purposeful turns for more equitable and transparent publishing in language testing and assessment	3
Operationalizing the reading-into-writing construct in analytic rating scales: Effects of different approaches on rating	3
Aptis test review	3
Strategy use in a spoken dialog system–delivered paired discussion task: A stimulated recall study	3
Reflecting on assessing young foreign language learners	3
Developing a local academic English listening test using authentic unscripted audio-visual texts	3
National assessment of foreign languages in Sweden: A multifaceted and collaborative venture	3
Roles of working memory, syllogistic inferencing ability, and linguistic knowledge on second language listening comprehension for passages of different lengths	3
How do raters learn to rate? Many-facet Rasch modeling of rater performance over the course of a rater certification program	3
Responsibilities and opportunities in language testing with respect to historicized forms of socio-political discrimination: A matter of academic citizenship	2
Measuring the development of general language skills in English as a foreign language—Longitudinal invariance of the C-test	2
Diagnosing Chinese EFL learners’ writing ability using polytomous cognitive diagnostic models	2
Test design and validity evidence of interactive speaking assessment in the era of emerging technologies	2
Practical considerations when building concordances between English tests	2
Korean Syntactic Complexity Analyzer (KOSCA): An NLP application for the analysis of syntactic complexity in second language production	2
Using instructor judgment, learner corpora, and DIF to develop a placement test for Spanish L2 and heritage learners	2
Advancing equity in language assessment for learners with disabilities	2
Citizenship in language testing: A call for respectful collaborations	2
Test review: High-stakes English language proficiency tests—Enquiry, resit, and retake policies	2
Critical discursive approaches to evaluating policy-driven testing: Social impact as a target for validation	1
Forty years of Language Testing, and the changing paths of publishing	1
Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities	1
Assessment of fluency in the Test of English for Educational Purposes	1
L2 and L1 semantic context indices as automated measures of lexical sophistication	1
Reframing the discourse and rhetoric of language testing and assessment for the public square	1

Local English testing in China’s tertiary education: Contexts, policies, and practices	1
Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks	1
Implementation of an accommodations policy for candidates with diverse needs in a large-scale testing system	1
Proficiency at the lexis–grammar interface: Comparing oral versus written French exam tasks	1
IRT-based classification analysis of an English language reading proficiency subtest	1
Reflections on the past and future of language testing and assessment: An emerging scholar’s perspective	1
Assessing the speaking proficiency of L2 Chinese learners: Review of the Hanyu Shuiping Kouyu Kaoshi	1
Toward a systematic accessibility review process for English language proficiency tests for young learners	1
The moderating role of L2 proficiency in the predictive power of L1 fluency on L2 utterance fluency	1
Book Review: The sociology of assessment: Comparative and policy perspectives: The selected works of Patricia Broadfoot	1
Gauging the impact of literacy and educational background on receptive vocabulary test scores	1
Argument-based validation of Academic Collocation Tests	1
Accommodations in language testing and assessment: Safeguarding equity, access, and inclusion	1
Development and initial validation of productive vocabulary tests for isiZulu, Siswati and English in South Africa	1
English foreign language reading and spelling diagnostic assessments informing teaching and learning of young learners	1
Future challenges and opportunities in language testing and assessment: Basic questions and principles at the forefront	1
English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations	1
Sharing, collaborating, and building trust: How Open Science advances language testing	1
L2 English vocabulary breadth and knowledge of derivational morphology: One or two constructs?	1
Comparing two formats of data-driven rating scales for classroom assessment of pragmatic performance with roleplays	1
Book review: Assessing English for Professional Purposes	1
Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time: Evidence from multidimensional IRT analysis	1
All types of experience are equal, but some are more equal: The effect of different types of experience on rater severity and rater consistency	1
Comparing holistic and analytic marking methods in assessing speech act production in L2 Chinese	1
The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners	1