Language Assessment Quarterly

How Can Multilingualism be Supported through Language Education in Europe?

Can subject matter experts rate the English language skills of customer services representatives (CSRs) at work in Indian contact centre?

Including L2-English Varieties in Listening Tests for Adolescent ESL Learners: L1 Effects and Learner Perceptions

Investigating the Benefits of Scaffolding in Assessments of Young English Learners: A Case for Scaffolded Retell Tasks

An Equal Challenge? Comparing TOEFL iBT™ Speaking Tasks with Academic Speaking Tasks

“Be a Machine”: International Graduate Students’ Narratives around High-Stakes English Tests

Using a Listening Vocabulary Levels Test to Explore the Effect of Vocabulary Knowledge on GEPT Listening Comprehension Performance

Text Integration and Speaking Proficiency: Linguistic, Individual Differences, and Strategy Use Considerations

Pupils’ Perceptions on Accommodations in Multilingual Assessment of Science

The Construct of Multilingualism in Language Testing

Three Multilingual Dynamics of Indigenous Language Use that Challenge Standardized Linguistic Assessment

“Are You Into Beer Pong?” Exploring Question-Answer Sequences in an L2 Oral Performance Assessment

Interactional Competence with and without Extended Planning Time in a Group Oral Assessment

Exploring the Use of a Dual Language Assessment Task to Assess Young English Learners

Variations in Rating Scale Functioning in Assessing Speech Act Production in L2 Chinese

Multilingual Testing Constructs: Theoretical Foundations

Cognate Frequency Predicts Accuracy in Tests of Lexical Knowledge

Classroom-based Assessments in Linguistically Diverse Communities: A Case for Collaborative Research Methodologies

Investigating the Construct of Topical Knowledge in Second Language Assessment: A Scenario-Based Assessment Approach

Validating an L2 Academic Group Oral Assessment: Insights From a Spoken Learner Corpus

Distinguishing Features of Young English Language Learners’ Oral Performance

Retrofitting Non-diagnostic Reading Comprehension Assessment: Application of the G-DINA Model to a High Stakes Reading Comprehension Test

A Qualitative Inquiry Into the Impact of the Hong Kong LPATE Over the Past Decade and a Half: Changes, Challenges, and Implications