Textbook trends in teaching language testing

By A. Davies. 2008

210 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c48f79e3f9caeb4c56ba633d04717ab48f0b8caa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Ofra Inbar-Lourie
2. K. O’Loughlin
3. Glenn Fulcher
4. Frank Giraldo
5. Margaret E. Malone
6. Ricky Lam
7. Nasreen Sultana
8. T. Levi

In Developmental and Educational Psychology

1. Frank Giraldo
2. Ricky Lam
3. Nasreen Sultana
4. Ofra Inbar-Lourie
5. K. O’Loughlin
6. Glenn Fulcher
7. Margaret E. Malone
8. T. Levi

In Literature and Literary Theory

1. Frank Giraldo
2. Nasreen Sultana
3. Ricky Lam
4. L. Harding
5. B. Kremmel
6. Ofra Inbar-Lourie
7. K. O’Loughlin
8. Margaret E. Malone

Citations in the corpus

• Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “…researchers have emphasized assessment in training (Boyles, 2005), establishing a framework of core competencies of language assessment (Inbar-Lourie, 2008), developing language testing textbooks (Davies, 2008; Fulcher, 2012; Taylor, 2009), and developing online tutorial materials (Malone, 2013).”
• Language Assessment Literacy: Implications for Language Teachers (2018, methodology): “Lastly, technological skills come from Davies (2008) and Inbar-Lourie (2012).”
• Assessment Literacy or Language Assessment Literacy: Learning from the Teachers (2020, methodology): “Analysis of the teacher-made assessment instruments demonstrated the internalization of the “skills” (Davies, 2008) of designing the tools disseminated in the course.”
• Language assessment literacy: an uncharted area for the English language teachers in Bangladesh (2019, background): “Hence, LAL incorporates knowledge of language, principles, and skills of language testing (Davies, 2008; Fulcher, 2012; Inbar-Lourie, 2013b).”
• Language assessment training in Hong Kong: Implications for language assessment literacy (2015, background): “Added to Davies’ (2008) three components of LAL, is Fulcher’s (2012) survey research into the language assessment needs of language teachers.”
• Assessment Literacy for the Language Classroom (2012, background): ““Skills” refers to the practical know-how in test analysis and construction, and “knowledge” to the “relevant background in measurement and language description” (Davies, 2008, p. 328).”
• The essentials of assessment literacy: Contrasts between testers and users (2013, background): “Davies (2008) identifies two basic trends within the teaching of language testing.”
• Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey (2019, background): “…this problem is that definitions of LAL – the nature and scope of the construct – have differed widely within the literature (e.g., Brindley, 2001; Davies, 2008; Fulcher, 2012; Inbar-Lourie, 2008; Pill & Harding, 2013), and have often not provided sufficient detail to enable a diagnostic…”
• Developing the assessment literacy of university proficiency test users (2013, background): “There is a growing literature on the education of language testers and, more recently, language teachers (Brindley, 2001; Brown & Bailey, 2008; Davies, 2008; Fulcher, 2012; Inbar-Lourie, 2008; Jin, 2010; Kleinsasser, 2005; Malone, 2008; O’Loughlin, 2006).”