Research summaries and notes

Research summaries and notes provide key information about and findings from the research being conducted into PTE Academic and PTE General.

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

Ackermann, K. (2011). PTE General – Using the Common European Framework of Reference for Languages to rate test taker responses

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.

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. (2011). Applying EALTA Guidelines – A practical case study on Pearson Test of English 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. 

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. (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

McCray, G. and Brunfaut, T. (2016). Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking. In Language Testing I-23, November 2016

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

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

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

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. and Williams, S. (2016). Back to basics: how measures of lexical diversity can help discriminate between CEFR levels. In Applied Linguistics.

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

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

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