List of Papers

Identifying “criterial features” of English across CEFR levels: implications for diagnostic assessment [pdf] Angeliki Salamoura & Nick Saville - University of Cambridge ESOL Examinations

Getting the levels right: deriving item writer guidelines from CEFR descriptors [pdf1] [pdf2] Glyn Jones - Pearson Language Tests

The CEFR: Its virtues and shortcomings when teaching and assessing young learners [pdf] Szilvia Papp, Hanan Khalifa & Nick Charge - University of Cambridge ESOL Examinations

Doing well in school subject examinations or being good at English: same or different? [pdf] Pauline Rea-Dickins, Guoxing Yu, Oksana Afitska – University of Bristol

Predicting difficulty in PISA reading items: The process of describing item difficulty [pdf] Charles Alderson – Lancaster University & John H.A.L. de Jong – VU University Amsterdam

The BALEAP working party on testing [pdf] Bruce Howell - University of Reading / BALEAP & Diane Schmitt - Nottingham Trent University / BALEAP

The standard adopted by university language teachers- which one? [pdf] Eva Lui - City University of Hong Kong

A test of oral English proficiency for university lecturers: Developing proficiency levels and justifying assessment use Lars Stenius Stæhr & Joyce Kling - University of Copenhagen - Centre for Internationalisation and Parallel Language Use

Vocabulary measurement: Critical but often omitted considerations [pdf] Norbert Schmitt - University of Nottingham

Innovations in language testing: The impact of online marking on examiners' marks Ardeshir Geranpayeh - University of Cambridge ESOL Examinations

Dimensionality and the construct of language proficiency [pdf] John H.A.L. de Jong – Pearson Language Tests / VU University Amsterdam

Effects of the number of participants on group oral test performance [pdf] Fumiyo Nakatsuhara - University of Bedfordshire

Investigating the context validity of speaking tests: What insights can a socio-cognitive framework provide? [pdf] Evelina Galaczi & Angela ffrench - University of Cambridge ESOL Examinations

Text characteristics: towards explaining task difficulty in L2 listening assessment? [pdf] Tineke Brunfaut & Andrea Revesz - Lancaster University

Native Speakers and Non-native Speakers: gulf or continuum? [pdf] Alan Davies - University of Edinburgh