Research Notes

Ackermann, K., De Jong, J.H.A.L., Kilgarriff, A. & Tugwell, D. (2010). The Pearson International Corpus of Academic English (PICAE)

Ackermann, K. & Kennedy, L. (2010). Standardizing rater performance: Empirical support for regulating language proficiency test scoring

Barkaoui, K. (2018). Examining sources of variability in repeaters’ L2 writing scores: The case of the PTE Academic writing section. In Language Testing, January 2018

Bosker, H.R (2014). The processing and evaluation of fluency in native and non-native speech

Brunfaut, T. & Révész, A., 2014. The Role of Task and Listener characteristics in Second Language Listening. In TESOL Quarterly, Volume 49, Issue 1

Chan, S.H.C. (2011). Demonstrating cognitive validity and face validity of PTE Academic writing items Summarize Written Text and Write Essay

De Jong, J.H.A.L. & Zheng, Y. (2016). Linking to the CEFR: Validation Using a Priori and a Posteriori Evidence. In Banerjee, J. and Tsagari, D. (eds.), Contemporary Second Language Assessment. London, GB, Bloomsbury Academic, pp. 83-100 

De Jong, J.H.A.L. & Zheng, Y. (2011). Applying EALTA Guidelines – A practical case study on Pearson Test of English Academic

Durrant, P., Walker, C. & Michel, R. (2015). Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme

Fox, J. & Fraser, W. (2014). Setting university language proficiency entry requirements on the Pearson Test of English Academic (PTE Academic) in relation to performance categories on the Canadian Academic English Language (CAEL) Assessment

Hutha, A. (2014). Diagnosing the development of writing ability

Jones, G & De Jong, J.H.A.L (2017). A Standard Setting Study to Establish Concordance between the Pearson Test of English Academic (PTE A) and the Canadian Language Benchmarks (CLB) or read summary only

Jones, G. (2011). Once or twice? – A critical review of current literature on the question how many times the audio recording should be played in listening comprehension testing items

Ma, J. (2017). Examining Chinese test-takers’ PTE Academic test preparation: practices, effects, and perceptions

McCray, G. & Brunfaut, T. (2016). Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking. In Language Testing 35(I), pp. 51-73

O’Loughlin, K. (2014). Investigating lexical validity in the Pearson Test of English Academic

Owen, N. (2012). Can PTE Academic be used as an exit test for a course of academic English?

Pae, H. & O’Brien, B. (2018). Overlap and Uniqueness: Linguistic Componential Traits Contributing to Expressive Skills in English as a Foreign Language. In Reading Psychology, March 2018

Pae, H., Sevcikb, R. A., Greenbergb, D. & Kim, S. (2016). Relationships among metacognitive skills, listening, and academic reading in English as a foreign language. In Linguistic Research, Volume 33(Special Edition), 1-27

Pae, H. & Greenbergb, D. (2014). The Relationship Between Receptive and Expressive Subskills of Academic L2 Proficiency in Nonnative Speakers of English: A Multigroup Approach. In Reading Psychology (2014)

Pae, H. (2014). Forced Choice or Free Choice?: The Role of Question Formats in Predicting Speaking and Writing Skills of Nonnative Speakers of English. In Educational Assessment, Volume 19, 2014 – Issue 2

Pae, H. (2012). A model for receptive and expressive modalities in adult English learners’ academic L2 Skills

Pae, H. (2012). Construct validity of the Pearson Test of English Academic: a multitrait-multimethod approach

Pae, H. (2011). Differential item functioning and unidimensionality in the Pearson Test of English Academic

Pae, H. (2011). The factor structure of vocabulary skills and academic reading performance by adult English learners

Pearson (2010). Aligning PTE Academic test scores to the Common European Framework of Reference for Languages

Pearson (2018). Pearson Test of English Academic: Automated Scoring Whitepaper

Reckase, M. & Jing-Ru, X. (2014). The Evidence for a Subscore Structure in a Test of English Language Competency for English Language Learners. In Educational and Psychological Measurement. Vol 75, Issue 5

Riazi, M. (2014). Concurrent and predictive validity of Pearson Test of English Academic (PTE Academic)
Note: Also available in Papers in Language Testing and Assessment Vol. 2, Issue 2, 2013

Song, X. (2014). DIF investigations with Pearson Test of English Academic

Treffers-Daller, J., Parslow, P. & Williams, S. (2016). Back to basics: how measures of lexical diversity can help discriminate between CEFR levels. In Applied Linguistics.

Wang, H., Choi, I., Schmidgall J. & Bachman L. F. (2013). Review of Pearson Test of English Academic: Building an assessment use argument. In Language Testing 2012 29: 603

Wei, W. & Zheng, Y. (2017). An investigation of integrative and independent listening test tasks in a computerised academic English test. In Computer Assisted Language Learning, Volume 30, 2017 – Issue 8

Wei, W. (2013). Can integrated skills tasks change students’ use of learning strategies and materials? A case study using PTE Academic integrated skills items

Wilson, R. (2016). The PTE Academic and ‘Outer Circle’ Students: their Proficiency in, and Ownership of English and their Academic Performance at UK Universities.

Xu, J., & Reckase, M. (2016). Michigan State University, USA
Using Multidimensional Item Response Theory (MIRT) to Link Multiple Test Forms and Report Subscores for Pearson Test of English Academic (PTE A)

Yan, J. & Xiaoyi, Z. (2014). Effects of Skill Integration on Language Assessment: A Comparative Study of Pearson Test of English Academic and Internet-Based College English Test Band-6

Note: Also available in Computer-Assisted Foreign Language Education

Zheng, Y. & Mohammadi, S. (2013). An Investigation into the Writing Construct(s) Measured in Pearson Test of English Academic. In Dutch Journal of Applied Linguistics, 2(1), 108-125

Zheng, Y. & De Jong, J.H.A.L. (2011). Establishing construct and concurrent validity of Pearson Test of English Academic