Book Review: The Routledge Handbook of Language Testing

Adair-Hauck B. Glisan E. W. Troyan F. J. (2013). Implementing integrated performance assessment. American Council on the Teaching of Foreign Languages.

Alpizar D. Li T. Norris J. M. Gu L. (2022). Psychometric approaches to analyzing C-tests. Language Testing, 40(1), 107–132. https://doi.org/10.1177/02655322211062138

Bernstein J. Van Moere A. Cheng J. (2010). Validating automated speaking tests. Language Testing, 27(3), 355–377. https://doi.org/10.1177/0265532210364404

Byrnes H. Maxim H. Norris J. M. (2010). Realizing advanced FL writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94(s1), 1–202. https://doi.org/10.1111/j.1540-4781.2010.01136.x

Davis L. Norris J. M. (2021). Developing an innovative Elicited Imitation Task for efficient English proficiency assessment. TOEFL Research Report RR-96. Educational Testing Service. https://doi.org/10.1002/ets2.12338

Deygers B. (2019). Fairness and social justice in English language assessment. In Gao X. (Ed.), Second handbook of English language teaching (pp. 541–569). Springer. https://doi.org/10.1007/978-3-030-02899-2_30

Deygers B. Van den Branden K. Van Gorp K. (2018). University entrance language tests: A matter of justice. Language Testing, 35(4), 449–476. https://doi.org/10.1177/0265532217706196

East M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand. John Benjamins Publishing. https://doi.org/10.1075/tblt.3

Fairbairn J. Spiby R. (2019). Towards a framework of inclusion: Developing accessibility in tests at the British Council. European Journal of Special Needs Education, 34(2), 236–255. https://doi.org/10.1080/08856257.2019.1581404

Fan J. Jin Y. (2013). A survey of English language testing practice in China: The case of six examination boards. Language Testing in Asia, 3(1), 1–16. https://doi.org/10.1186/2229-0443-3-7

Fox J. Artemeva N. (2022). Reconsidering context in language assessment: Transdisciplinary perspectives, social theories, and validity. Routledge. https://doi.org/10.4324/9781351184571

Fulcher G. (2015). Re-examining language testing: A philosophical and social inquiry. Routledge. https://doi.org/10.4324/9781315695518

Guzman-Orth D. Laitusis C. Thurlow M. Christensen L. (2016). Conceptualizing accessibility for English language proficiency assessments. ETS Research Report Series, 2016(1), 1–12. https://doi.org/10.1002/ets2.12093

Guzman-Orth D. Sova L. Albee T. (2020). Accessibility considerations for English learners with disabilities in English language proficiency assessments. In. Assessing English Language Proficiency in US K–12 schools (pp. 185–204), Routledge. https://doi.org/10.4324/9780429491689-10

Hamid M. O. Hardy I. Reyes V. (2019). Test-takers’ perspectives on a global test of English: Questions of fairness, justice and validity. Language Testing in Asia, 9(1), 1–20. https://doi.org/10.1186/s40468-019-0092-9

Harding L. Brunfaut T. Unger J. W. (2020). Language testing in the “hostile environment”: The discursive construction of “secure English language testing” in the UK. Applied Linguistics, 41(5), 662–687. https://doi.org/10.1093/applin/amz017

Kremmel B. (2017). Development and initial validation of a diagnostic computer-adaptive profiler of vocabulary knowledge [Unpublished PhD thesis]. University of Nottingham.

MacGregor D. Yen S. J. Yu X. (2022). Using multistage testing to enhance measurement of an English language proficiency test. Language Assessment Quarterly, 19(1), 54–75. https://doi.org/10.1080/15434303.2021.1988953

Mislevy R. J. (2018). Sociocognitive foundations of educational measurement. Routledge. https://doi.org/10.4324/9781315871691

Morrison K. M. Embretson S. (2018). Item generation. In The Wiley handbook of psychometric testing: A multidisciplinary reference on survey, scale and test development (pp. 75–94). https://doi.org/10.1002/9781118489772.ch3

Norris J. M. (2008). Validity evaluation in language assessment. Peter Lang. https://doi.org/10.3726/978-3-653-01171-5

Norris J. M. (2009). Task-based teaching and testing. In Long M. Doughty C. (Eds.), Handbook of language teaching (pp. 578–594). Blackwell. https://doi.org/10.1002/9781444315783.ch30

Norris J. M. East M. (2021). Task-based language assessment. In Ahmadian M. Long M. (Eds.), The Cambridge handbook of task-based language teaching (pp. 505–528). Cambridge University Press. https://doi.org/10.1017/9781108868327.029

Norris J. M. Raish M. (2017). Arabic language assessment. In Wahba K. England L. Taha Z. (Eds.), Handbook for Arabic language teaching professionals in the 21st century (Vol. 2, pp. 255–268). Routledge.

Papageorgiou S. Davis L. Norris J. M. Garcia Gomez P. Manna V. F. Monfils L. (2021). Design framework for the TOEFL Essentials test 2021. Research Memorandum No. RM-21-03). Educational Testing Service. https://www.ets.org/content/dam/ets-org/pdfs/toefl/RM-21-03.pdf

Park M. (2018). Innovative assessment of aviation English in a virtual world: Windows into cognitive and metacognitive strategies. Recall, 30(2), 196–213. https://doi.org/10.1017/S0958344017000362

Park M. (2020). Investigating target tasks, task phases, and indigenous criteria for military aviation English assessment. Language Assessment Quarterly, 17(4), 337–361. https://doi.org/10.1080/15434303.2020.1799221

Pill J. Harding L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402. https://doi.org/10.1177/0265532213480337

Rafatbakhsh E. Ahmadi A. Moloodi A. Mehrpour S. (2021). Development and validation of an automatic item generation system for English idioms. Educational Measurement: Issues and Practice, 40(2), 49–59. https://doi.org/10.1111/emip.12401

Schedl M. Malloy J. (2013). Writing items and tasks. In Kunnan A. J. (Ed.), The companion to language assessment. https://doi.org/10.1002/9781118411360.wbcla025

Schmitt N. Nation P. Kremmel B. (2020). Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching, 53(1), 109–120. https://doi.org/10.1017/S0261444819000326

Shohamy E. Menken K. (2015). Language assessment: Past to present misuses and future possibilities. In Wright W. E. Boun S. García O. (Eds.), The Handbook of Bilingual and Multilingual Education. (pp. 253–269) https://doi.org/10.1002/9781118533406.ch15

Taguchi N. Kim Y. (Eds.) (2018). Task-based approaches to teaching and assessing pragmatics. Benjamins Publishing Company. https://doi.org/10.1075/tblt.10

Xi X. Norris J. M. (Eds.). (2021). Assessing academic English for higher education admissions. Routledge. https://doi.org/10.4324/9781351142403

Yamamoto K. Shin H. J. Khorramdel L. (2018). Multistage adaptive testing design in international large-scale assessments. Educational Measurement: Issues and Practice, 37(4), 16–27. https://doi.org/10.1111/emip.12226