OOIR: Observatory of International Research

Papers

(The TQCC of Language Testing is 4. 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 2021-02-01 to 2025-02-01.)

Article	Citations
Register variation in spoken and written language use across technology-mediated and non-technology-mediated learning environments	28
How do raters learn to rate? Many-facet Rasch modeling of rater performance over the course of a rater certification program	24
The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners	22
Using instructor judgment, learner corpora, and DIF to develop a placement test for Spanish L2 and heritage learners	22
All types of experience are equal, but some are more equal: The effect of different types of experience on rater severity and rater consistency	18
Assessing Rasch measurement estimation methods across R packages with yes/no vocabulary test data	16
Test review: High-stakes English language proficiency tests—Enquiry, resit, and retake policies	14
Local tests, local contexts	13
Examining the predictive validity of the Duolingo English Test: Evidence from a major UK university	12
Diagnosing Chinese EFL learners’ writing ability using polytomous cognitive diagnostic models	12
A meta-analysis on the predictive validity of English language proficiency assessments for college admissions	11
Book Review: Scoring Second Language Spoken and Written Performance: Issues, Options and Directions	11
Open Access in language testing and assessment: The case of two flagship journals	11
Test score comparison tables: How well are they serving test users?	11
Book Review: Argument-based Validation in Testing and Assessment	11
Development and initial validation of productive vocabulary tests for isiZulu, Siswati and English in South Africa	10
Accommodations in language testing and assessment: Safeguarding equity, access, and inclusion	9
Open Science should be welcomed by test providers but grounded in pragmatic caution: A response to Winke	9
Implementation of an accommodations policy for candidates with diverse needs in a large-scale testing system	9
Book Review: Assessing Academic English for Higher Education Admissions	8
Comparing holistic and analytic marking methods in assessing speech act production in L2 Chinese	8
Proficiency at the lexis–grammar interface: Comparing oral versus written French exam tasks	8
The typology of second language listening constructs: A systematic review	7
Korean Syntactic Complexity Analyzer (KOSCA): An NLP application for the analysis of syntactic complexity in second language production	7
Open Science and the next generation of language testing research	7

Book Reviews: Reconsidering Context in Language Assessment: Transdisciplinary Perspectives, Social Theories, and Validity J. Fox and N. Artemeva	7
Language Testing behind the scenes: New capabilities, groundbreaking developments, and disruptive forces	7
Book Review: Validity: Theoretical Development and Integrated Arguments	6
A Context-Aligned Two Thousand Test: Toward estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England	6
Our validity looks like justice. Does yours?	6
Argument-based validation of Academic Collocation Tests	6
The vexing problem of validity and the future of second language assessment	6
Revisiting rating scale development for rater-mediated language performance assessments: Modelling construct and contextual choices made by scale developers	5
Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks	5
Book review: L2 Writing Assessment: An Evolutionary Perspective	5
An industry perspective on Open Science: A response to Winke	5
Test score validity periods for high-stakes language tests: Applications in higher education and medical sectors	5
Operationalizing the reading-into-writing construct in analytic rating scales: Effects of different approaches on rating	5
But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy	5
Fairness and justice in language testing: The challenge of Tim McNamara’s legacy	4
Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time: Evidence from multidimensional IRT analysis	4
Measuring the development of general language skills in English as a foreign language—Longitudinal invariance of the C-test	4
Investigating and optimizing score dependability of a local ITA speaking test across language groups: A generalizability theory approach	4
A look into the practices and challenges of assessing young EFL learners’ writing in Croatia	4
Aptis test review	4
Evaluating methodological enhancements to the Yes/No Angoff standard-setting method in language proficiency assessment	4
The development of a Chinese vocabulary proficiency test (CVPT) for learners of Chinese as a second/foreign language	4