Language assessment accommodations: Issues and challenges for the future

British Council, UK Association for Language Testing and Assessment, European Association for Language Testing and Assessment, & Association for Language Testers in Europe. (2022). Aligning language education with the CEFR: A handbook. https://www.britishcouncil.org/sites/default/files/cefr_alignment_handbook_layout.pdf

Case B. (2008). Universal design. Pearson Education. http://images.pearsonassessments.com/images/tmrs/tmrs_rg/universaldesign.pdf

Chalhoub-Deville M. O’Sullivan B. (2020). Validity: Theoretical developments and integrated arguments. Equinox.

Christensen L. L. Shyyan V. V. MacMillan F. (2023). Toward a systematic accessibility review process for English language proficiency tests for young learners. Language Testing, 40(4), 856–876.https://doi.org/10.1177/02655322231168386

Dimova S. Yan X. Ginther A. (2022). Editorial: Introduction to the special issue—Local tests, local contexts. Language Testing, 39(3), 341–354. https://doi.org/10.1177/02655322221092392

Eberharter K. Kormos J. Guggenbichler E. Ebner V. S. Suzuki S. Moser-Frötscher D. Konrad E. Kremmel B. (2023). Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skills. Language Testing, 40(4), 960–983https://doi.org/10.1177/02655322221149642

Field J. (2019). Rethinking the second language listening test: From theory to practice. Equinox Publishing.

Guzman-Orth D. Steinberg J. Albee T. (2023). English learners who are blind or visually impaired: A participatory design approach to enhancing fairness and validity for language testing accommodations. Language Testing, 40(4), 933–959https://doi.org/10.1177/02655322231159143

Holzknecht F. (2019). Double play in listening assessment [Unpublished doctoral dissertation]. Lancaster University. https://doi.org/10.17635/lancaster/thesis/812

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

Kim A. A Yumsek M. Kemp J. A. Chapman M. Cook H. G. (2023). Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities. Language Testing, 40(4), 877–903.https://doi.org/10.1177/02655322221149009

Motteram J. Spiby R. Bellhouse G. Sroka K. (2023). Implementation of an accommodations policy for candidates with diverse needs in a large-scale testing system. Language Testing, 40(4), 904–932https://doi.org/10.1177/02655322231166587

O’Sullivan B. (2020a). The comprehensive learning system. British Council Perspectives on English Language Policy and Education. https://www.britishcouncil.org/sites/default/files/the_comprehensive_learning_system_new_layout.pdf

O’Sullivan B. (2020b). Foreword: Localization. In Su L. I. W. Weir C. J. Wu J. R. W. (Eds.), English language proficiency testing in Asia: A new paradigm bridging local and global contexts (pp. xiii–xxviii). Routledge. https://doi.org/10.4324/9781351254021

Podnar K. (Host). (2020, January 13). Accessibility is like a blueberry muffin. (No. 2) [Audio podcast episode]. In The power of digital policy. Native Trust Consulting. https://www.kpodnar.com/podcast/accessibility-is-like-a-blueberry-muffin

Randez R. A. Cornell C. (2023). Advancing equity in language assessment for learners with disabilities. Language Testing, Advance online publication. https://doi.org/10.1177/02655322231169442

Yan J. (2022). Editorial to the virtual special issue: Test-taker insights for language assessment policies and practices. Language Testing, 40(1), 193–203. https://doi.org/10.1177/02655322221117136