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Lakshmanan, U. (2006). Assessing linguistic competence: Verbal inflection in child Tamil. Language Assessment Quarterly, 3(2), 171–205.


Lam, R. (2013). Two portfolio systems: EFL students’ perceptions of writing ability, text improvement, and feedback. Assessing Writing, 18(2), 132–153.


Laufer, B., Elder, C., Hill, K., & Congdon, P. (2004). Size and strength: Do we need both to measure vocabulary knowledge? Language Testing, 21(2), 202–226.


Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399–436.


Leaper, D. A., & Riazi, M. (2014). The influence of prompt on group oral tests. Language Testing, 31(2), 177–204.

Lee. H. K. (2008). The relationship between writers’ perceptions and their performance on a field-specific writing test. Assessing Writing, 13(2), 93–110.   


Lee, H. K., & Anderson, C. (2007). Validity and topic generality of a writing performance test. Language Testing, 24(3), 307–330.


Lee, H. S., & Winke, P. (2013). The differences among three-, four-, and five-option-item formats in the context of a high-stakes English-language listening test. Language Testing, 30(1), 99–123.


Lee, H. Y. (2005). Book review: Experimenting with uncertainty: Essays in honour of Alan Davies. Language Testing, 22(4), 533–538.


Lee, I. (2003). L2 writing teachers’ perspectives, practices and problems regarding error feedback. Assessing Writing, 8(3), 216–237.


Lee, I. (2007). Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? Assessing Writing, 12(3), 180–198.


Lee-Ellis, S. (2009). The development and validation of a Korean C-Test using Rasch analysis. Language Testing, 26(2), 245–274.


Lee, S. Y. (2005). Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with Structural Equation Modeling. Language Learning, 55(2), 335–374.


Lee, Y. J. (2002). A comparison of composing processes and written products in timed-essay tests across paper-and-pencil and computer modes. Assessing Writing, 8(2), 135–157.


Lee, Y. J. (2007). The multimedia assisted test of English speaking: The SOPI approach. Language Assessment Quarterly, 4(4), 352–366.


Lee, Y. W. (2004). Examining passage-related local item dependence (LID) and measurement construct using Q3 statistics in an EFL reading comprehension test. Language Testing, 21(1), 74–100.


Lee, Y. W. (2006). Dependability of scores for a new ESL speaking assessment consisting of integrated and independent tasks. Language Testing, 23(2), 131–166.


Lee, Y. W., & Sawaki, Y. (2009). Application of three cognitive diagnosis models to ESL reading and listening assessments. Language Assessment Quarterly, 6(3), 239–263.


Lee, Y. W., & Sawaki, Y. (2009). Cognitive diagnosis and Q-matrices in language assessment. Language Assessment Quarterly, 6(3), 169–171.


Lee, Y. W., & Sawaki, Y. (2009). Cognitive diagnosis approaches to language assessment: An overview. Language Assessment Quarterly, 6(3), 172–189.


Lee, Y. W., & Sawaki, Y. (2010). Cognitive diagnosis and Q-matrices in language assessment: The authors respond. Language Assessment Quarterly, 7(1), 108–112.


Leong, C. K., Ho, M. K., Chang, J., & Hau, K. T. (2013). Differential importance of language components in determining secondary school students’ Chinese reading literacy performance. Language Testing, 30(4), 419–439.


Li, H., & Suen, H. K. (2013). Detecting native language group differences at the subskills level of reading: A differential skill functioning approach. Language Testing, 30(2), 273–298.


Li, J. (2006). The mediation of technology in ESL writing and its implications for writing assessment. Assessing Writing, 11(1), 5–21.


Lida, A. (2008). Poetry writing as expressive pedagogy in an EFL context: Identifying possible assessment tools for haiku poetry in EFL freshman college writing. Assessing Writing, 13(3), 171–179.


Liu, J. (2007). Developing a pragmatics test for Chinese EFL learners. Language Testing, 24(3), 391–415.


Llosa, L., Beck, S. W., &  Zhao, C. G. (2011). An investigation of academic writing in secondary schools to inform the development of diagnostic classroom assessments. Assessing Writing, 16(4), 256–273.


Lowe, J. (2000). International examinations: The new credentialism and reproduction of advantage in a globalising world. Assessment in Education: Principles, Policy & Practice, 7(3), 363–377.


Lumley, T. (2002). Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language Testing, 19(3), 246–276.


Luk, J. (2010). Talking to score: Impression management in L2 oral assessment and the co-construction of a test discourse genre. Language Assessment Quarterly, 7(1), 25–53.


Lumley, T., & O’Sullivan, B. (2005). The effect of test-taker gender, audience and topic on task performance in tape-mediated assessment of speaking. Language Testing, 22(4), 415–437.



Major, R. C., Fitzmaurice, S. F., Bunta, F., & Balasubramanian, C. (2002). The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly, 36(2), 173–190.


Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329–344.


Matsuno, S. (2009). Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms. Language Testing, 26(1), 75–100.


May, L. (2009). Co-constructed interaction in a paired speaking test: The rater’s perspective. Language Testing, 26(3), 397–421.


McMartin-Miller, C. (2014). How much feedback is enough?: Instructor practices and student attitudes toward error treatment in second language writing. Assessing Writing, 19, 24–35.


Mochida, A., & Harrington, M. (2006). The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing, 23(1), 73–98.


Morrison, K., & Tang, F. H. J. (2002). Testing to destruction: A problem in a small state. Assessment in Education: Principles, Policy & Practice, 9(3), 289–317.



Nakatsuhara, F. (2011). Effects of test-taker characteristics and the number of participants in group oral tests. Language Testing, 28(4), 483–508.


Nitta, R., & Nakatsuhara, F. (2014). A multifaceted approach to investigating pre-task planning effects on paired oral test performance. Language Testing, 31(2), 147–175.



Ockey, G. J. (2007). Construct implications of including still image or video in computer-based listening tests. Language Testing, 24(4), 517–537.


Ockey, G. J., Koyama, D., & Setoguchi, E. (2013). Stakeholder input and test design: A case study on changing the interlocutor familiarity facet of the group oral discussion test. Language Assessment Quarterly, 10(3), 292–308.


Oller, J. W., Jr., Kim, K., & Choe, Y. (2000). Testing verbal (language) and non-verbal abilities in language minorities: A socio-educational problem in historical perspective. Language Testing, 17(3), 341–360.


Oller, J. W., Jr., Kim, K., & Choe, Y. (2000). Applying general sign theory to testing language (verbal) and nonverbal abilities. Language Testing, 17(4), 377–396.


Oller, J. W., Jr., Kim, K., Choe, Y., & Jarvis, L. H. (2001). Testing relations between language (verbal) and nonverbal abilities in children and adults acquiring a nonprimary language. Language Testing, 18(1), 33–54.


Ong, S. L. (2010). Assessment profile of Malaysia: High-stakes external examinations dominate. Assessment in Education: Principles, Policy & Practice, 17(1), 91–103.



Pae, T. (2012). Causes of gender DIF on an EFL language test: A multiple-data analysis over nine years. Language Testing, 29(4), 533–554.


Pae, T. (2004). DIF for examinees with different academic backgrounds. Language Testing, 21(1), 53–73.


Pae, T., & Park, G. P. (2006). Examining the relationship between differential item functioning and differential test functioning. Language Testing, 23(4), 475–496.


Park, K. (2014). Corpora and language assessment: The state of the art. Language Assessment Quarterly, 11(1), 27–44.


Pan, M., & Tai, Z. (2014). Excelling in excel: An alternative panacea for fostering language assessment literacy [Review of the book Designing and Analyzing Language Tests: A Hands-on Introduction to Language Testing Theory and Practice by Carr, N.] Language Assessment Quarterly, 11(1), 120–124.


Patri, M. (2002). The influence of peer feedback on self- and peer-assessment of oral skills. Language Testing, 19(2), 109–131.


Peng, W. J., Thomas, S. M., & Li, J. (2006). Developing school evaluation methods to improve the quality of schooling in China: A pilot ‘value added’ study. Assessment in Education: Principles, Policy & Practice, 13(2), 135–154.


Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26–56.


Phakiti, A. (2008). Construct validation of Bachman and Palmer’s (1996) strategic competence model over time in EFL reading tests. Language Testing, 25(2), 237–272.


Phakiti, A. (2008). Strategic competence as a fourth-order factor model: A Structural Equation Modeling approach. Language Assessment Quarterly, 5(1), 20–42, 2008.


Pishghadam, R., Adamson, B., Sadafian, S. S., & Kan, F. L. F. (2014). Conceptions of assessment and teacher burnout. Assessment in Education: Principles, Policy & Practice, 21(1), 34–51.


Plakans, L. (2009). Discourse synthesis in integrated second language writing assessment. Language Testing, 26(4), 561–587.


Plakans, L., & Gebril, A. (2012). A close investigation into source use in integrated second language writing tasks. Assessing Writing, 17(1), 18–34.


Poon, W. Y., McNaught, C., Lam, P., & Kwan, H. S. (2009). Improving assessment methods in university science education with negotiated self- and peer-assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 331–346.


Prapphal, K. (2008). Issues and trends in language testing and assessment in Thailand. Language Testing, 25(1), 127–143.



Qi, L. (2005). Stakeholders’ conflicting aims undermine the washback function of a high-stakes test. Language Testing, 22(2), 142–173.


Qi, L. (2007). Is testing an efficient agent for pedagogical change? Examining the intended washback of the writing task in a high-stakes English test in China. Assessment in Education: Principles, Policy & Practice, 14(1), 51–74.


Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513–536.


Qian, D. D. (2004). Establishing parameters for assessing vocabulary knowledge. [Review of the book Assessing Vocabulary by John, R.] Language Assessment Quarterly, 1(1), 57–61.


Qian, D. D. (2008). English language assessment in Hong Kong: A survey of practices, developments and issues. Language Testing, 25(1), 85–110.


Qian, D. D. (2008). From single words to passages: Contextual effects on predictive power of vocabulary measures for assessing reading performance. Language Assessment Quarterly, 5(1), 1–19.


Qian, D. D. (2009). Comparing direct and semi-direct modes for speaking assessment: Affective effects on test takers. Language Assessment Quarterly, 6(2), 113–125.


Qian, D. D. (2014). School-based English language assessment as a high-stakes examination component in Hong Kong: Insights of frontline assessors. Assessment in Education: Principles, Policy & Practice, 21(3), 251–270.


Qian, D. D., & Schedl, M. (2004). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 21(1), 28–52.


Qian, D. D., & Pan, M. (2011). A practical approach to fostering language assessment literacy. [Review of the book Practical Language Testing by Fulcher, G.] Language Assessment Quarterly, 8(3), 309–312.


Qin, X. (2013). Does test preparation work? Implications for score validity. Language Assessment Quarterly, 10(2), 196–218.



Rajbhandari, P., & Wilmut, J. (2000). Assessment in Nepal. Assessment in Education: Principles, Policy & Practice, 7(2), 255–269.


Roever, C. (2006). Validation of a web-based test of ESL pragmalinguistics. Language Testing, 23(2), 229–256.


Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (2002). Influences on student cognitions about evaluation. Assessment in Education: Principles, Policy & Practice,  9(1), 81–95.


Ross, S. J. (2008). Language testing in Asia: Evolution, innovation, and policy challenges. Language Testing, 25(1), 5–13.


Ross, S. J. (2005). The impact of assessment method on foreign language proficiency growth. Applied Linguistics, 26(3), 317–342.


Rupp, A. A., Ferne, T., & Choi, H. (2006). How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing, 23(4), 441–474.



Saida, C., & Hattori, T. (2008). Post-hoc IRT equating of previously administered English tests for comparison of test scores. Language Testing, 25(2), 187–210.


Saito, H. (2008). EFL classroom peer assessment: Training effects on rating and commenting. Language Testing, 25(4), 553–581.


Sasaki, M. (2000). Effects of cultural schemata on students’ test-taking processes for cloze tests: A multiple data source approach. Language Testing, 17(1), 85–144.


Sasaki, M. (2008). The 150-year history of English language assessment in Japanese education. Language Testing, 25(1), 63–83.


Sasaki, M. (2012). The Modern Language Aptitude Test (paper-and-pencil version). Language Testing, 29(2), 315–321.


Sato, T. (2012). The contribution of test-takers’ speech content to scores on an English oral proficiency test. Language Testing, 29(2), 223–241.


Sawaki, Y., Kin, H. J., & Gentile, C. (2009). Q-matrix construction: Defining the link between constructs and test items in large-scale reading and listening comprehension assessments. Language Assessment Quarterly, 6(3), 190–209.


Sawaki, Y., Kin, H. J., & Gentile, C. (2010). Q-matrix construction: Defining the link between constructs and test items in large-scale reading and listening comprehension assessments the authors respond. Language Assessment Quarterly, 7(1), 113–115.


Sawaki, Y., Quinlan, T., & Lee, Y. W. (2013). Understanding learner strengths and weaknesses: Assessing performance on an integrated writing task. Language Assessment Quarterly, 10(1), 73–95.


Schaefer, E. (2008). Rater bias patterns in an EFL writing assessment. Language Testing, 25(4), 465–493.


Schmitt, N., Ng, J. W. C., & Garras, J. (2011). The word associates format: Validation evidence. Language Testing, 28(1), 105–126.


Segev, E., & Cahan, S. (2014). Older children have a greater chance to be accepted to gifted student programmes. Assessment in Education: Principles, Policy & Practice, 21(1), 4–15.


Sewell, A. (2013). Language testing and international intelligibility: A Hong Kong case study. Language Assessment Quarterly, 10(4), 423–443.


Shechtman, Z. (2002). Validation of the democratic teacher belief scale (DTBS). Assessment in Education: Principles, Policy & Practice, 9(3), 363–377.


Shen, C. (2002). Revisiting the relationship between students’ achievement and their self-perceptions: A cross-national analysis based on TIMSS 1999 data. Assessment in Education: Principles, Policy & Practice, 9(2), 161–184.


Shi, L. (2001). Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing. Language Testing, 18(3), 303–325.


Shih, C. M. (2008). The General English Proficiency Test. Language Assessment Quarterly, 5(1), 63–76.


Shih, C. M. (2010). The washback of the General English Proficiency Test on university policies: A Taiwan case study. Language Assessment Quarterly, 7(3), 234–254.


Shin, S. K. (2005). Did they take the same test? Examinee language proficiency and the structure of language tests. Language Testing, 22(1), 31–57.


Shizuka, T., Takeuchi, O., Yashima, T., & Yoshizawa, K. (2006). A comparison of three- and four-option English tests for university entrance selection purposes in Japan. Language Testing, 23(1), 35–57.


Shohamy, E. (2001). Democratic assessment as an alternative. Language Testing, 18(4), 373–391.


Shohamy, E. (2007). Language tests as language policy tools. Assessment in Education: Principles, Policy & Practice, 14(1), 117–130.


Shohamy, E. (2011). Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal, 95(3), 418–429.


Shohamy, E., & Kanza, T. (2009). Language and citizenship in Israel. Language Assessment Quarterly, 6(1), 83–88.


Shohamy, E., & McNamara, T. (2009). Language tests for citizenship, immigration, and asylum. Language Assessment Quarterly, 6(1), 1–5.


Sireci, S. G., & Allalouf, A. (2003). Appraising item equivalence across multiple languages and cultures. Language Testing, 20(2), 148–166.


Sivan, A. (2000). The implementation of peer assessment: An action research approach. Assessment in Education: Principles, Policy & Practice, 7(2), 193–213.


So, W. W. M., & Lee, T. T. H. (2011). Influence of teachers’ perceptions of teaching and learning on the implementation of Assessment for Learning in inquiry study. Assessment in Education: Principles, Policy & Practice, 18(2), 417–432.


Song, M. Y. (2012). Note-taking quality and performance on an L2 academic listening test. Language Testing, 29(1), 67–89.


Spolsky, B. (2000). Language testing in the Modern Language Journal. The Modern Language Journal, 84(4), 536–552.


Spolsky, B. (2008). Language Testing at 25: Maturity and responsibility? Language Testing, 25(3), 297–305.


Stevenson, M., & Phakati, A. (2014). The effects of computer-generated feedback on the quality of writing. Assessing Writing, 19, 51–65.


Stubbe, R. (2012). Do pseudoword false alarm rates and overestimation rates in Yes/No vocabulary tests change with Japanese university students’ English ability levels? Language Testing, 29(4), 471–488.


Sun, Y., & Cheng, L. (2014). Teachers’ grading practices: Meaning and values assigned. Assessment in Education: Principles, Policy & Practice, 21(3), 326–343.


Suzuki, M. (2009). The compatibility of L2 learners’ assessment of self- and peer revisions of writing with teachers’ assessment. TESOL Quarterly, 43(1), 137–148.


Sydorenko, T. (2011). Item writer judgments of item difficulty versus actual item difficulty: A case study. Language Assessment Quarterly, 8(1), 34–52.



Taguchi, N. (2009). Corpus-informed assessment of comprehension of conversational implicatures in L2 English. TESOL Quarterly, 43(4), 739–750.


Takimoto, M. (2009). The effects of input-based tasks on the development of kearners’ pragmatic proficiency. Applied Linguistics, 30(1), 1–25.


Thonus, T. (2012). Tutor and student assessments of academic writing tutorials: What is “success”? Assessing Writing, 8(2), 110–134.


Thrasher, R. (2014). The role of a language testing code ethics in the establishment of a code of practice. Language Assessment Quarterly, 1(2&3), 151–160.


Todd, R. W., Khongput, S., & Darasawang, P. (2007). Coherence, cohesion and comments on students’ academic essays. Assessing Writing, 12(1), 10–25.


Todd, R. W., Thienpermpool, P., & Keyuravong, S. (2004). Measuring the coherence of writing using topic-based analysis. Assessing Writing, 9(2), 85–104.


Trites, L., & McGroarty, M. (2005). Reading to learn and reading to integrate: New tasks for reading comprehension tests? Language Testing, 22(2), 174–210.


Troudi, S., Coombe, C., & Al-hamliy, M. (2009). EFL teachers’ views of English language assessment in higher education in the United Arab Emirates and Kuwait. TESOL Quarterly, 43(3), 546–555.


Tsai, Y., & Tsou, C. H. (2009). A standardised English Language Proficiency test as the graduation benchmark: Student perspectives on its application in higher education. Assessment in Education: Principles, Policy & Practice, 16(3), 319–330.


Tzuriel, D. (2011). Revealing the effects of cognitive education programmes through dynamic assessment. Assessment in Education: Principles, Policy & Practice, 18(2), 113–131.



Vlaardingerbroek, B., & Shehab, S. S. (2012). Educational assessment in Lebanon. Assessment in Education: Principles, Policy & Practice, 19(3), 379–386.


Vongpumivitch, V. (2012). English-as-a-foreign-language assessment in Taiwan. Language Assessment Quarterly, 9(1), 1–10.


Vongpumivitch, V. (2012). Motivating lifelong learning of English? Test takers’ perceptions of the success of the General English Proficiency Test. Language Assessment Quarterly, 9(1), 26–59.



Wagner, E. (2010). The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4), 493–513.


Wagner, E. (2013). An investigation of how the channel of input and access to test questions affect L2 listening test performance. Language Assessment Quarterly, 10(2), 178–195.


Walters, F. S. (2007). A conversation-analytic hermeneutic rating protocol to assess L2 oral pragmatic competence.  Language Testing, 24(2), 155–183.


Walters, F. S. (2009). A conversation analysis–informed test of L2 aural pragmatic comprehension. TESOL Quarterly, 43(1), 29–54.


Walters, J. (2012). Aspects of validity of a test of productive vocabulary: Lex30. Language Assessment Quarterly, 9(2), 172–185.


Wang, W. (2014). Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry. Assessing Writing, 19, 80–96.


Watanabe, Y. (2005). Building a Tower of Babel. [Review of the books Multilingual Glossary of Language Testing Terms [Studies in Language Testing 6] by ALTE Members and Dictionary of Language Testing [Studies in Language Testing 7] by Davies, A., Brown, A., Elder, C., Hill, K., Lumley, T. and McNamara, T.] Language Assessment Quarterly, 2(1), 69–75.


Watanabe, Y. (2006). Does teaching to the test have to be decontextualized? [Review of the book The Ambiguity of Teaching to the Test: Standards, Assessment, and Educational Reform by Firestone, W. A., Schorr, R. Y. and Monfils, L. F.] Language Assessment Quarterly, 3(4), 375–380.


Watanabe, Y. (2013). The National Center Test for university admissions. Language Testing, 30(4), 565–573.


Weir, C. J., & Wu, J. R. W. (2006). Establishing test form and individual task comparability: A case study of a semi-direct speaking test. Language Testing, 23(2), 167–197.


Wigglesworth, G., & Elder, C. (2010). An investigation of the effectiveness and validity of planning time in speaking test tasks. Language Assessment Quarterly, 7(1), 1–24.


Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445–466.


Wiseman, C. S. (2012). Rater effects: Ego engagement in rater decision-making. Assessing Writing, 17(3), 150–173.


Wu, J. R. W. (2012). GEPT and English language teaching and testing in Taiwan. Language Assessment Quarterly, 9(1), 11–25.


Wu, W. M., & Stansfield, C. W. (2001). Towards authenticity of task in test development. Language Testing, 18(2), 187–206.



Xi, X. (2007). Evaluating analytic scoring for the TOEFL Academic Speaking Test (TAST) for operational use. Language Testing, 24(2), 251–286.


Xi, X. (2010). Aspects of performance on line graph description tasks: Influenced by graph familiarity and different task features. Language Testing, 27(1), 73–100.


Xi, X., & Mollaun, P. (2011). Using raters from India to score a large-scale speaking test. Language Learning, 61(4), 1222–1255.


Xie, Q., & Andrews, S. (2013). Do test design and uses influence test preparation? Testing a model of washback with Structural Equation Modeling.  Language Testing, 30(1), 49–70.


Xu, Y., & Liu, Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Quarterly, 43(3), 492–513.


Xu, Y., & Wu, Z. (2012). Test-taking strategies for a high-stakes writing test: An exploratory study of 12 Chinese EFL learners. Assessing Writing, 17(3), 174–190.



Yan, R. (2006). On ‘chain-preserving deletion procedure in cloze’: A reply to Dastjerdi and Talebinezhad. Language Testing, 23(3), 402–407.


Yang, R. (2012). Book review: English language assessment and the Chinese learner. Language Testing, 29(2), 309–312.


Yamada, K. (2009). Lexical patterns in L2 textual gist identification assessment. Language Testing, 26(1), 101–122.


Yamashita, J. (2003). Processes of taking a gap-filling test: Comparison of skilled and less skilled EFL readers. Language Testing, 20(3), 267–293.


Yin, M. (2010). Review of the book English Language Assessment and the Chinese Learner by Cheng, L. and Curtis, A. Language Assessment Quarterly, 7(4), 372–376.


Yin, M. (2010). Understanding classroom language assessment through teacher thinking research. Language Assessment Quarterly, 7(2), 175–194.


Yin, M., Sims, J., & Cothran, D. (2012). Scratching where they itch: Evaluation of feedback on a diagnostic English grammar test for Taiwanese university students. Language Assessment Quarterly, 9(1), 78–104.


Yip, V., & Matthews, S. (2006). Assessing language dominance in bilingual acquisition: A case for mean length utterance differentials. Language Assessment Quarterly, 3(2), 97–116.


Yu, G. (2007). Students’ voices in the evaluation of their written summaries: Empowerment and democracy for test takers? Language Testing, 24(4), 539–572.


Yu, G. (2008). Book review: Liying Cheng, 2005: Changing language teaching through language testing: A washback study. Language Testing, 25(1), 145–149.


Yu, G. (2008). Reading to summarize in English and Chinese: A tale of two languages? Language Testing, 25(4), 521–551.


Yu, G. (2009). Lexical diversity in writing and speaking task performances. Applied Linguistics, 31(2), 236–259.


Yu, G. (2009). The shifting sands in the effects of source text summarizability on summary writing. Assessing Writing, 14(2), 116–137.


Yu, G. (2010). Effects of presentation mode and computer familiarity on summarization of extended texts. Language Assessment Quarterly, 7(2), 119–136.


Yu, G., & Jin, Y. (2014). English language assessment in China: Policies, practices and impacts. Assessment in Education: Principles, Policy & Practice, 21(3), 245–250.


Yung, B. H. W. (2002). Same assessment, different practice: Professional consciousness as a determinant of teachers’ practice in a school-based assessment scheme. Assessment in Education: Principles, Policy & Practice, 9(1), 97–117.



Zainal, A. (2012). Validation of an ESL writing test in a Malaysian secondary school context. Assessing Writing, 17(1), 1–17.


Zhan, Y., & Andrews, S. (2014). Washback effects from a high-stakes examination on out-of-class English learning: Insights from possible self theories. Assessment in Education: Principles, Policy & Practice, 21(1), 71–89.


Zhang, L., Goh, C. C. M., & Kunnan, A. J. (2014). Analysis of test takers’ metacognitive and cognitive strategy use and EFL reading test performance: A multi-sample SEM approach. Language Assessment Quarterly, 11(1), 76–102.


Zhang, S. (2006). Investigating the relative effects of persons, items, sections, and languages on TOEIC score dependability. Language Testing, 23(3), 351–369.


Zhang, X. (2013). The I Don’t Know option in the vocabulary size test. TESOL Quarterly, 47(4), 790–811.


Zhang, Y., & Elder, C. (2011). Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs? Language Testing, 28(1), 31–50.


Zhang, Y., & Elder, C. (2014). Investigating native and non-native English-speaking teacher raters’ judgements of oral proficiency in the College English Test-Spoken English Test (CET-SET). Assessment in Education: Principles, Policy & Practice, 21(3), 306–325.


Zhao, C. G. (2013). Measuring authorial voice strength in L2 argumentative writing: The development and validation of an analytic rubric. Language Testing, 30(2), 201–230.


Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 3–17.


Zheng, Y., & Cheng, L. (2008). Test review: College English Test (CET) in China. Language Testing, 25(3), 408–417.



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