Research summaries and notes
Research summaries and notes provide key information about and findings from the research being conducted into PTE Academic.
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
Clesham, R. & Hughes, S. (2020). 2020 Concordance Report PTE Academic and IELTS Academic
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
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. (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
Explore more
Keep in touch
Join our growing PTE community.
Hear about our latest updates directly from us!
