Language Testing Article Alert
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This service will alert you to new articles being published in the Language Testing Journals, and those applied linguistics and educational research journals that are included in the Article Aggregation Service. However, this page inlcludes only those journals that assign electronic date-stamps to articles.

Please therefore be aware that while this service will warn you of new articles on language testing in many journals, you should still visit the Language Testing Journals and Article Aggregation Service when you receive an alert from this page, so that you do not miss new content. Also visit the free articles page.


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Comparing Explicit Exemplar-Based and Rule-Based Corrective Feedback: Introducing Analogy-Based Corrective Feedback
Posted on 19 Feb 2018 at 10:00 am
This study introduces an approach to providing corrective feedback to L2 learners termed analogy-based corrective feedback that is motivated by analogical learning theories and syntactic alignment ... (show all)

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    Future directions in assessment: Influences of standards and implications for language learning
    Posted on 21 Feb 2018 at 9:25 am
    by Troy L. Cox, Margaret E. Malone, Paula Winke
    As Foreign Language Annals concludes its 50th anniversary, it is fitting to review the past and peer into the future of standards-based education and assessment. Standards are a common yardstick us... (show all)

    Comparing Explicit Exemplar-Based and Rule-Based Corrective Feedback: Introducing Analogy-Based Corrective Feedback
    Posted on 19 Feb 2018 at 10:00 am
    This study introduces an approach to providing corrective feedback to L2 learners termed analogy-based corrective feedback that is motivated by analogical learning theories and syntactic alignment ... (show all)

    Using Corpus-Based Register Analysis to Explore the Authenticity of High-Stakes Language Exams: A Register Comparison of TOEFL iBT and Disciplinary Writing Tasks
    Posted on 19 Feb 2018 at 10:00 am
    One of the central considerations in the validity argument for the TOEFL iBT is the relationship between the language on the exam and the language required for university courses. Corpus linguistic... (show all)

    Longitudinal Analysis of Early Mathematics Learning
    Posted on 15 Feb 2018 at 3:55 am
    by Gregory Camilli, Sunhee Kim
    The trend in mathematics achievement from preschool to kindergarten is studied with a longitudinal growth item response theory model. The three measurement occasions included the spring of preschoo... (show all)

    Looking ahead: Future directions in, and future research into, second language acquisition
    Posted on 13 Feb 2018 at 3:35 am
    by Diane Larsen-Freeman
    This article begins by situating modern-day second language acquisition (SLA) research in a historical context, tracing its evolution from cognitive to social to sociocognitive accounts. Next, the ... (show all)

    Systematic Comparison of Decision Accuracy of Complex Compensatory Decision Rules Combining Multiple Tests in a Higher Education Context
    Posted on 9 Feb 2018 at 3:30 am
    by Iris E. Yocarini, Samantha Bouwmeester, Guus Smeets, Lidia R. Arends
    This real-data-guided simulation study systematically evaluated the decision accuracy of complex decision rules combining multiple tests within different realistic curricula. Specifically, complex ... (show all)

    Redesigning systems of school accountability: A multiple measures approach to accountability and support
    Posted on 29 Jan 2018 at 1:00 am
    by Soung Bae

    The challenges facing our children in the 21st century are rapidly changing. As a result, schools bear a greater responsibility to prepare students for college, career, and life and must be held ac...

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    Rater Agreement in Test-to-Curriculum Alignment Reviews
    Posted on 28 Jan 2018 at 11:56 pm
    by A. Traynor, H. E. Merzdorf
    During the development of large-scale curricular achievement tests, recruited panels of independent subject-matter experts use systematic judgmental methods?often collectively labeled ?alignment? m... (show all)

    Impact of Both Local Item Dependencies and Cut-Point Locations on Examinee Classifications
    Posted on 24 Jan 2018 at 8:11 pm
    by Jonathan D. Rubright
    Performance assessments, scenario-based tasks, and other groups of items carry a risk of violating the local item independence assumption made by unidimensional item response theory (IRT) models. P... (show all)

    Using Evidence-Centered Design to Create a Special Educator Observation System
    Posted on 15 Jan 2018 at 8:20 pm
    by Evelyn S. Johnson, Angela Crawford, Laura A. Moylan, Yuzhu Zheng
    The evidence-centered design framework was used to create a special education teacher observation system, Recognizing Effective Special Education Teachers. Extensive reviews of research informed th... (show all)

    The Role of Context in Young Learners? Processes for Responding to Self-Assessment Items
    Posted on 8 Jan 2018 at 10:01 am
    With use of self-assessment (SA) of young language learners on the rise, educators of young learners often want to know what SA captures and how best to use it in order to assist their students? le... (show all)

    Contemporary Second Language Assessment
    Posted on 18 Dec 2017 at 5:00 pm
    by Green A.
    Contemporary Second Language AssessmentBanerjeeJ. and TsagariD. (eds.)Bloomsbury2016, 288 pp., £129.99isbn 978 0 567 14706 6

    Dealing With Item Nonresponse in Large-Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships
    Posted on 1 Dec 2017 at 4:17 am
    by Carmen Köhler, Steffi Pohl, Claus H. Carstensen
    Competence data from low-stakes educational large-scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item-level nonresponse has not ... (show all)

    The Effectiveness of Video-Based Shadowing and Tracking Pronunciation Exercises for Foreign Language Learners
    Posted on 24 Nov 2017 at 4:46 am
    by Rob Martinsen, Cherice Montgomery, Véronique Willardson
    This exploratory classroom study investigated the effects of two video-assisted pronunciation interventions on the French pronunciation of 12 males and 7 females (n?=?19) enrolled in a fourth-year ... (show all)

    A Comparative Discourse Analysis of Spanish Past Narrations From the ACTFL OPI and OPIc
    Posted on 30 Oct 2017 at 9:56 am
    by Alan V. Brown, Troy L. Cox, Gregory L. Thompson
    The ACTFL Oral Proficiency Interview (OPI) and accompanying proficiency guidelines have become a mainstay in academic foreign language assessment. In 2006, an asynchronous electronic interface of t... (show all)

    Predicting Freshman Grade-Point Average from Test Scores: Effects of Variation Within and Between High Schools
    Posted on 30 Oct 2017 at 3:31 am
    by D. Koretz, M. Langi
    Most studies predicting college performance from high-school grade point average (HSGPA) and college admissions test scores use single-level regression models that conflate relationships within and... (show all)

    Rapid-Guessing Behavior: Its Identification, Interpretation, and Implications
    Posted on 13 Aug 2017 at 11:30 pm
    by Steven L. Wise
    The rise of computer-based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that ha... (show all)

    Validating Automated Measures of Text Complexity
    Posted on 1 Aug 2017 at 4:01 am
    by Kathleen M. Sheehan
    Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are clos... (show all)

    The Cognitive Validity of Child English Language Tests: What Young Language Learners and Their Native-Speaking Peers Can Reveal
    Posted on 20 Jul 2017 at 4:41 am
    by Paula Winke, Shinhye Lee, Jieun Irene Ahn, Ina Choi, Yaqiong Cui, Hyung-Jo Yoon
    This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native-English-speaking child... (show all)

    Word frequency and readability: Predicting the text-level readability with a lexical-level attribute
    Posted on 19 Jul 2017 at 12:45 am
    by Xiaobin Chen, Detmar Meurers
    Assessment of text readability is important for assigning texts at the appropriate level to readers at different proficiency levels. The present research approached readability assessment from the ... (show all)

    Detecting Measurement Disturbances in Rater-Mediated Assessments
    Posted on 13 Jul 2017 at 8:20 pm
    by Stefanie A. Wind, Randall E. Schumacker
    The term measurement disturbance has been used to describe systematic conditions that affect a measurement process, resulting in a compromised interpretation of person or item estimates. Measuremen... (show all)

    Condensed Mastery Profile Method for Setting Standards for Diagnostic Assessment Systems
    Posted on 12 Jul 2017 at 5:20 am
    by A. K. Clark, B. Nash, M. Karvonen, N. Kingston
    The purpose of this study was to develop a standard-setting method appropriate for use with a diagnostic assessment that produces profiles of student mastery rather than a single raw or scale score... (show all)

    Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much?
    Posted on 28 Jun 2017 at 9:55 pm
    by Heather Smyser, Mary Alt
    Background We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling. Methods Twenty-ei... (show all)

    Self-regulation through portfolio assessment in writing classrooms
    Posted on 9 May 2017 at 6:00 pm
    by Mak P, Wong K.
    AbstractPortfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how ... (show all)

    Supporting emergent literacy for English language learners with computer-assisted instruction
    Posted on 20 Mar 2017 at 2:35 am
    by Jerrell C. Cassady, Lawrence L. Smith, Christopher L. Thomas
    The growing number of students whose primary language does not match the language of their schools and a steadily growing performance gap has prompted widespread attention to support emergent liter... (show all)

    On the validity and sensitivity of the phonics screening check: erratum and further analysis
    Posted on 13 Jan 2017 at 3:40 am
    by James M. Gilchrist, Margaret J. Snowling
    Duff, Mengoni, Bailey and Snowling (Journal of Research in Reading, 38: 109?123; 2015) evaluated the sensitivity and specificity of the phonics screening check against two reference standards. This... (show all)

    ELL School Readiness and Pre-Kindergarten Care
    Posted on 6 Dec 2016 at 9:13 pm
    by Gottfried, M. A.

    The increased utilization of non-parental pre-kindergarten care has spurred interest by both researchers and policy makers as to what types of care might be effective at boosting school readiness. ...

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    Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks
    Posted on 30 Nov 2016 at 1:04 am
    by Huang, H.-T. D., Hung, S.-T. A., Plakans, L.

    Integrated speaking test tasks (integrated tasks) provide reading and/or listening input to serve as the basis for test-takers to formulate their oral responses. This study examined the influence o...

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    Anchor Selection Using the Wald Test Anchor-All-Test-All Procedure
    Posted on 29 Nov 2016 at 11:28 pm
    by Wang, M., Woods, C. M.

    Methods for testing differential item functioning (DIF) require that the reference and focal groups are linked on a common scale using group-invariant anchor items. Several anchor-selection strateg...

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    Essay Selection Methods for Adaptive Rater Monitoring
    Posted on 29 Nov 2016 at 11:28 pm
    by Wang, C., Song, T., Wang, Z., Wolfe, E.

    Constructed-response items are commonly used in educational and psychological testing, and the answers to those items are typically scored by human raters. In the current rater monitoring processes...

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