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Cited by

• 2013Validating the Interpretations and Uses of Test Scores2,096 cited
• 2016Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words?179 cited
• 2015Explicating validity170 cited
• 2018From mythical ‘standard’ to standard reality: The need for alternatives to standardized English language tests146 cited
• 2014Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework131 cited
• 2021The Cambridge Handbook of Task-Based Language Teaching128 cited
• 2017Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design105 cited
• 2021Foundational Principles ofTask-Based Language Teaching104 cited
• 2014Pedagogical Grammar96 cited
• 2015Defining and Operationalizing the Construct of Pragmatic Competence: Review and Recommendations89 cited
• 2016Reconceptualizing the Nature of Goals and Outcomes in Language/s Education84 cited
• 2020Continuing to Explore the Multidimensional Nature of Lexical Sophistication: The Case of Oral Proficiency Interviews77 cited
• 2014Coming to terms with innovative high-stakes assessment practice: Teachers’ viewpoints on assessment reform75 cited
• 2018