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IELTS Test Preparation in New Zealand: Preparing Students for the IELTS Academic Module
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(1986)Statistical Methods for Meta-Analysis (1988)Lisrel 8: Structural Equation Modeling With the Simplis Command Language (1993)Chinese Students’ Perceptions of the Value of Test Preparation Courses for the TOEFL iBT: Merit, Worth, and Signi cance (2016)Preparing for the Speaking Tasks of the TOEFL iBT ® Test: An Investigation of the Journeys of Chinese Test Takers (2017)Drawing on repeat test takers to study test preparation practices and their links to score gains (2020)Working for washback: a review of the washback concept in language testing (1996)English for Academic Purposes (1997)Introduction: Critical Approaches to TESOL (1999)The washback effect of Iranian high school final examinations on students’ test-taking and test-preparation strategies (2015)Investigating washback to the learner from the IELTS test in the Japanese tertiary context (2016)The diffusion of innovations (1983)The New Meaning of Educational Change (2010)Language Assessment in Higher Education (2017)Washback of a high-stakes English exam on teachers’ perceptions and practices (2017)Diffusion of Innovations 1 (2019)Naturalistic inquiry (1985)Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (1994)Research design: qualitative, quantitative, and mixed methods approaches (2003)Consequences, Impact, and Washback (2013)Peer assessment in group-oriented classroom contexts: on the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning (2022)Manual for the State-Trait Anxiety Inventory (1970)Motivation in Education: Theory, Research, and Applications (1995)Development of Achievement Motivation (2007)Impacts of the Test of English Listening Comprehension on students' English learning expectations in Taiwan (2015)Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies (2018)The impact of the scoring system of a large-scale standardized EFL writing assessment on its score variability and reliability: Implications for assessment policy makers (2020)Fundamental Considerations in Language Testing (1991)Applying the Rasch Model: Fundamental Measurement in the Human Sciences (2003)Standards for Educational and Psychological Testing (2007)An Investigation of Differential Item Functioning in the MELAB Listening Test (2011)Fitting a Mixture Rasch Model to English as a Foreign Language Listening Tests: The Role of Cognitive and Background Variables in Explaining Latent Differential Item Functioning (2015)What can gaze behaviors, neuroimaging data, and test scores tell us about test method effects and cognitive load in listening assessments? (2021)A nation at risk (1983)Does Washback Exist? (1993)The Power of Tests: A Critical Perspective on the Uses of Language Tests (2001)A Millennium Learning Goal for education post‐2015: a question of outcomes or processes (2011)Do TOEFL iBT ® Scores Reflect Improvement in English‐Language Proficiency? Extending the TOEFL iBT Validity Argument (2014)Educational Measurement. (1951)Expectancy–Value Theory of Achievement Motivation (2000)Validating the Interpretations and Uses of Test Scores (2013)Washback, Impact, and Consequences Revisited (2017)Hong Kong secondary students’ perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment (2021)The IELTS Impact Study: Investigating Washback on Teaching Materials (2004)IELTS Washback in Context: Preparation for Academic Writing in Higher Education (2007)From Needs Analysis to Task Selection, Design, and Sequencing (2021)Task-Based Language Teaching as an Innovation (2021)The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model (2021)Validity and washback in language testing (1996)Language Testing in Practice (1998)Teacher and student washback on test preparation evidenced from Taiwan’s English certification exit requirements (2011)Educational measurement. (2015)Test-taker perception of what test items measure: a potential impact of face validity on student learning (2015)Test Takers’ Beliefs and Experiences of a High-stakes Computer-based English Listening and Speaking Test (2016)
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  • 2008Washback, Impact and Consequences70 cited
  • 2006Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes65 cited
  • 2015Review of washback research literature within Kane's argument-based validation framework63 cited
  • 2012Differential Item Functioning in While-Listening Performance Tests: The Case of the International English Language Testing System (IELTS) Listening Module57 cited
  • 2010The Washback of the General English Proficiency Test on University Policies: A Taiwan Case Study43 cited
  • 2016CELBAN: A 10-Year Retrospective Catherine Lewis & Blanche Kingdon42 cited
  • 2012Students' Perceptions of the Impact of the College English Test39 cited
  • 2011THE IMPACT OF CHANGES IN THE TOEFL ® EXAM ON TEACHING IN A SAMPLE OF COUNTRIES IN EUROPE: PHASE 3, THE ROLE OF THE COURSEBOOK PHASE 4, DESCRIBING CHANGE35 cited
  • 2007Washback from language tests on teaching, learning and policy: evidence from diverse settings33 cited
  • 2014Investigating the Relationship Between Test Preparation and TOEFL iBT® Performance32 cited
  • 2021The long-term washback effects of the National Matriculation English Test on college English learning in China: Tertiary student perspectives31 cited
  • 2021Washback of assessment on English teaching-learning practice at secondary schools31 cited
  • 2012

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Tertiary EFL proficiency graduation requirements in Taiwan: A study of washback on learning
31 cited
  • 2012A Comparative Washback Study of IELTS and TOEFL iBT on Teaching and Learning Activities in Preparation Courses in the Iranian Context30 cited
  • 2009How tests change teaching: A model for reference30 cited
  • 2017Washback: Exploring what constitutes “good” teaching practices30 cited