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 2020-11-01 to 2024-11-01.)

Article	Citations
Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy	24
Developing individualized feedback for listening assessment: Combining standard setting and cognitive diagnostic assessment approaches	22
What can gaze behaviors, neuroimaging data, and test scores tell us about test method effects and cognitive load in listening assessments?	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
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
Review of the Japanese-Language Proficiency Test	5
Construct validity and fairness of an operational listening test with World Englishes	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