Test-taker insights for language assessment policies and practices

Bachman L. F. Palmer A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.

Baker B. Polikar S. Homayounzadeh M. (2021). “I was not thoughtful enough before”: Exploring the learning-oriented-assessment potential of a test-taker-oriented rubric for summative assessment. In Gebril A. (Ed.), Learning-oriented language assessment: Putting theory into practice (pp. 162–181). Routledge. https://doi.org/10.4324/9781003014102-12

Barkaoui K. (2011). Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity. Language Testing, 28(1), 51–75. https://doi.org/10.1177/0265532210376379

Black P. Harrison C. Lee C. Marshall B. Wiliam D. (2003). Assessment for learning: Putting it into practice. Open University Press.

Bradshaw J. (1990). Test-takers’ reactions to a placement test. Language Testing, 7(1), 13–30. https://doi.org/10.1177/026553229000700103

Brown G. T. L. (2021). Student conceptions of assessment: Regulatory responses to our practices. ECNU Review of Education, 5(1), 1–24. https://doi.org/10.1177/20965311211007869

Brown G. T. L. McInerney D. M. Liem G. A. D. (2009). Student perspectives of assessment: Considering what assessment means to learners. In McInerney D. M. Brown G. T. L. Liem G. A. D. (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 1–21). Information Age Publishing.

Carless D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57–66. https://doi.org/10.1080/14703290601081332

Carless D. (2009). Trust, distrust and their impact on assessment reform. Assessment & Evaluation in Higher Education, 34(1), 79–89. https://doi.org/10.1080/02602930801895786

Cheng L. DeLuca C. (2011). Voices from test-takers: Further evidence for language assessment validation and use. Educational Assessment, 16(2), 104–122. https://doi.org/10.1080/10627197.2011.584042

Cohen A. D. (1984). On taking language tests: What the students report. Language Testing, 1(1), 70–81. https://doi.org/10.1177/026553228400100106

Cohen A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3(4), 307–331. https://doi.org/10.1080/15434300701333129

Cohen A. D. (2012). Test-taking strategies and task design. In Fulcher G. Davidson F. (Eds.), The Routledge handbook of language testing (pp. 262–277). Routledge.

Davidson S. (2022). 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. Language Testing, 39(1), 117–141. https://doi.org/10.1177/02655322211010737

Fan J. (2014). Chinese test takers’ attitudes towards the Versant English Test: A mixed-methods approach. Language Testing in Asia, 2, 45–53. https://doi.org/10.1186/s40468-014-0006-9

Fulcher G. (1996). Testing tasks: Issues in task design and the group oral. Language Testing, 13(1), 23–51. https://doi.org/10.1177/026553229601300103

Gebril A. (2021). Learning-oriented language assessment: Putting theory into practice. Routledge. https://doi.org/10.4324/9781003014102

Johnson D. W. Johnson R. T. (1999). Cooperative learning and assessment. In Kluge D. McGuire S. Johnson D. Johnson R. (Eds.), JALT applied materials: Cooperative learning (pp. 164–178). Japan Association for Language Teaching.

Jones N. Saville N. (2016). Learning oriented assessment: A systemic approach. Cambridge University Press.

Keppell M. Carless D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education: Principles, Policy and Practice, 13(2), 179–191. https://doi.org/10.1080/09695940600703944

Knoch U. (2014). Using subject specialist to validate an ESP rating scale: The case of the International Civil Aviation Organization (ICAO) rating scale. English for Specific Purposes, 33, 77–86. https://doi.org/10.1016/j.esp.2013.08.002

Kunnan A. J. (1994). Modelling relationships among some test-taker characteristics and performance on EFL tests: An approach to construct validation. Language Testing, 11(3), 225–250. https://doi.org/10.1177/026553229401100301

Li X. (2001). The science and art of language testing. Hunan Education Press.

McMillan J. H. (2016). Section discussion: Student perceptions of assessment. In Brown G. T. L. Harris L. R. (Eds.), Handbook of human and social conditions in assessment (pp. 221–243). Routledge.

Nakatsuhara F. (2011). Effects of test-taker characteristics and the number of participants in group oral tests. Language Testing, 28(4), 483–508. https://doi.org/10.1177/0265532211398110

Norman D. A. Spohrer J. C. (1996). Learner-centered education. Communications of the ACM, 39(4), 24–27. https://doi.org/10.1145/227210.227215

O’Sullivan B. Green A. (2011). Test taker characteristics. In Taylor L. (Ed.), Examining speaking: Research and practice in assessing second language speaking (pp. 36–64). Cambridge University Press.

Paragon Testing Enterprises. (2020). CAEL study guide. https://www.cael.ca/prepare-for-cael/free-resources/

Plakans L. (2008). Comparing composing processes in writing-only and reading-to-write test tasks. Assessing Writing, 13, 111–129. https://doi.org/10.1016/j.asw.2008.07.001

Sato T. Ikeda N. (2015). Test-taker perception of what test items measure: A potential impact of face validity on student learning. Language Testing in Asia, 5(1), 1–15. https://doi.org/10.1186/s40468-015-0019-z

Saville N. (2021). Learning-oriented assessment: Basic concepts and frameworks in using assessment to support language learning. In Gebril A. (Ed.), Learning-oriented language assessment: Putting theory into practice (pp. 13–33). Routledge. https://doi.org/10.4324/9781003014102-3

Scott M. L. (1986). Student affective reactions to oral language tests. Language Testing, 3(1), 99–118. https://doi.org/10.1177/026553228600300105

Shohamy E. (2001a). Democratic assessment as an alternative. Language Testing, 18(4), 373–391. https://doi.org/10.1177/026553220101800404

Shohamy E. (2001b). The power of tests: A critical perspective on the uses of language tests. Pearson Education.

Skehan P. (1998). A cognitive approach to language learning. Oxford University Press.

Smith K. A. Sheppard S. D. Johnson D. W. Johnson R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, 94(1), 87–101. https://doi.org/10.1002/j.2168-9830.2005.tb00831.x

Sok S. Shin H. W. Do J. (2021). Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests. Language Testing, 38(3), 378–400. https://doi.org/10.1177/0265532221991134

Spolsky B. (1985). The limits of authenticity in language testing. Language Testing, 2(1), 31–40. https://doi.org/10.1177/026553228500200104

Turner C. E. Purpura J. E. (2016). Learning-oriented assessment in second and foreign language classrooms. In Tsagari D. Banerjee J. (Eds.), Handbook of second language assessment (pp. 255–274). De Gruyter Mouton. https://doi.org/10.1515/9781614513827-018

Winke P. Lee S. Ahn J. I. Choi I. Cui Y. Yoon H. (2018). The cognitive validity of child English-language tests: What young language learners and their native-speaking peers can reveal. TESOL Quarterly, 52(2), 274–303. https://doi.org/10.1002/tesq.396

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. https://doi.org/10.1177/0265532212442634

Zeidner M. Bensoussan M. (1988). College students’ attitudes towards written versus oral tests of English as a Foreign Language. Language Testing, 5(1), 100–114. https://doi.org/10.1177/026553228800500107

Zeng W. Huang F. Yu L. Chen S. (2018). Towards a learning-oriented assessment to improve students’ learning: A critical review of literature. Educational Assessment, Evaluation, Accountability, 30, 211–250. https://doi.org/10.1007/s11092-018-9281-9

Brown A. (1993). The role of test-taker feedback in the test development process: Test-takers’ reactions to a tape-mediated test of proficiency in spoken Japanese. Language Testing, 10(3), 277–301. https://doi.org/10.1177/026553229301000305

Butler Y. G. Peng X. Lee J. (2021). Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy. Language Testing, 38(3), 429–455. https://doi.org/10.1177/0265532221992274

Elder C. Iwashita N. McNamara T. (2002). Estimating the difficulty of oral proficiency tasks: What does the test-taker have to offer? Language Testing, 19(4), 347–368. https://doi.org/10.1191/0265532202lt235oa

Huhta A. Kalaja P. Pitkänen-Huhta A. (2006). Discursive construction of a high-stakes test: The many faces of a test-taker. Language Testing, 23(3), 326–350. https://doi.org/10.1191/0265532206lt331oa

Jennings M. Fox J. Graves B. Shohamy E. (1999). The test-takers’ choice: An investigation of the effect of topic on language-test performance. Language Testing, 16(4), 426–456. https://doi.org/10.1177/026553229901600402

Kim H. Elder C. (2015). Interrogating the construct of aviation English: Feedback from test takers in Korea. Language Testing, 32(2), 129–149. https://doi.org/10.1177/0265532214544394

Yu G. (2007). Students’ voices in the evaluation of their written summaries: Empowerment and democracy for test takers? Language Testing, 24(4), 539–572. https://doi.org/10.1177/0265532207080780