Language testing has seen unprecedented expansion during the first part of the 21st century. As a result there is an increasing need for the language testing profession to consider more precisely what it means by “assessment literacy” and to articulate its role in the creation of new pedagogic materials and programs in language testing and…
Language Assessment Quarterly Template
Write in a clean editor, then format for Language Assessment Quarterly in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the Language Assessment Quarterly format
Language Assessment Quarterly is a peer-reviewed journal published by Taylor & Francis, covering EFL/ESL Teaching and Learning, Student Assessment and Feedback, Second Language Learning and Teaching.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Language Assessment Quarterly 12 (3): 45–58.
Formats any DOI in Language Assessment Quarterly style. No sign-up. |
| Publishes research in | EFL/ESL Teaching and Learning Student Assessment and Feedback Second Language Learning and Teaching Multilingual Education and Policy Educational and Psychological Assessments |
| ISSN | 1543-4303 |
| Citation impact (2-yr) | 1.1 |
| h-index | 64 |
| i10-index | 348 |
| Total citations | 16,791 |
| Top institutions publishing here | The University of Melbourne |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Language Assessment Quarterly per year
Citation impact of Language Assessment Quarterly by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in Language Assessment Quarterly
Abstract Postmodern globalization requires that students strive for competence in a repertoire of English varieties as they shuttle between multilingual communities. From this perspective, the current debate becomes irrelevant regarding whether local varieties or dominant varieties (British/American) be used in international proficiency tests. Because it is unwise to define proficiency based on a single variety…
The fields of language testing and educational and psychological measurement have not, as yet, developed a set of principles and procedures for linking test scores and score-based inferences to test use and the consequences of test use. Although Messick (1989) discusses test use and consequences, his framework provides virtually no guidance on how to go…
The purpose of this article is to reflect on the state of the theorizing and praxis of DIF in general: where it has been; where it is now; and where I think it is, and should, be going. Along the way the major trends in the differential item functioning (DIF) literature are summarized and integrated…
Training of pre- and in-service teachers constitutes one of the most important aspects in the quality assurance of language testing and assessment (LTA). For instance, foreign language (FL) teachers have to deal with standardised tests as well as their own classroom-based assessment procedures. This means they need the necessary expertise that can be provided by…