Schreibkompetenzen in der Fremdsprache. Группа авторов

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      Jones, Neil & Saville, Nick. (2016). Learning oriented assessment: A systemic approach. Cambridge: Cambridge University Press.

      Kane, Michael T. (2012). Validating score interpretations and uses: Messick Lecture, Language Testing Research Colloquium, Cambridge, April 2010. Language Testing, 29(1), 3–17. doi: 0.1177/0265532211417210

      Kane, Michael T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. doi: 10.1111/jedm.12000

      Kane, Michael T. (2016). Explicating validity. Assessment in Education: Principles, Policy & Practice, 23(2), 198–211. doi: 10.1080/0969594X.2015.1060192

      Karami, Hossein & Mok, Magdalena M.C. (Hrsg.). (2013). Fairness issues in educational assessment [Special Issue]. Educational Research and Evaluation, 19(2–3).

      Kim, Jiyoung & Davidson, Fred. (2014). Effect-driven test specifications. In Antony J. Kunnan (Hrsg.), The companion to language assessment. Vol. II: Approaches and development (S. 788–795). Chichester: Wiley-Blackwell.

      Kunnan, Antony J. (Hrsg.). (2014). The companion to language assessment. Chichester: Wiley-Blackwell [4 Bände].

      Lantolf, James P. & Poehner, Matthew E. (2013). The unfairness of equal treatment: Objectivity in L2 testing and dynamic assessment. Educational Research and Evaluation, 19(2–3), 141–157. doi: 10.1080/13803611.2013.767616

      Lantolf, James P. & Poehner, Matthew E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. New York: Routledge.

      Lee, Yong-Won & Kantor, Robert. (2005). Dependability of new ESL writing test scores: Evaluating prototype tasks and alternative rating schemes (TOEFL Monograph Series N. 31). Princeton, NJ: Educational Testing Service. [abrufbar unter https://www.ets.org/research/policy_research_reports/publications/report/2005/ibao]

      Lidz, Carol S. & Haywood, H. Carl. (2014). From dynamic assessment to intervention: Can we get there from here? Transylvanian Journal of Psychology, Special Issue, 81–108.

      Markus, Keith A. (2016). Alternative vocabularies in the test validity literature. Assessment in Education: Principles, Policy & Practice, 23(2), 252–267. doi: 10.1080/0969594X.2015.1060191

      Markus, Keith A. & Borsboom, Denny. (2013). Frontiers of test validity theory: Measurement, causation, and meaning. New York: Routledge.

      Messick, Samuel. (1989). Validity. In Robert L. Linn (Hrsg.), Educational measurement (3. Aufl., S. 1–103). New York: American Council on Education/Macmillan.

      Messick, Samuel. (1996). Validity and washback in language testing. Language Testing, 13(3), 241–256. doi: 10.1002/j.2333-8504.1996.tb01695.x

      Messick, Samuel. (1998). Test validity: A matter of consequence. Social Indicators Research, 45(1–3), 35–44. doi: 10.1023/A:1006964925094

      Mislevy, Robert J. & Yin, Chengbin. (2009). If language is a complex adaptive system, what is language assessment? Language Learning, 59(1), 249–267. doi: 10.1111/j.1467-9922.2009.00543.x

      Mislevy, Robert J. & Yin, Chengbin. (2012). Evidence-centered design in language testing. In Glenn Fulcher & Fred Davidson (Hrsg.), Routledge handbook of language testing (S. 208–222). New York: Routledge.

      Montee, Megan & Malone, Margaret E. (2014). Writing scoring criteria and score reports. In Antony J. Kunnan (Hrsg.), The companion to language assessment. Vol. II: Approaches and development (S. 847–859). Chichester: Wiley-Blackwell.

      Moosbrugger, Helfried & Kelava, Augustin. (2012). Qualitätsanforderungen an einen psychologischen Test (Testgütekriterien). In Helfried Moosbrugger & Augustin Kelava (Hrsg.), Testtheorie und Fragebogenkonstruktion (2., aktual. und überarb. Aufl., S. 7–26). Heidelberg: Springer.

      Moss, Pamela A. (2016). Shifting the focus of validity for test use. Assessment in Education: Principles, Policy & Practice, 23(2), 236–251. doi: 10.1080/0969594X.2015.1072085

      Newton, Paul E. & Shaw, Stuart D. (2014). Validity in educational and psychological assessment. London: Sage.

      Newton, Paul E. & Shaw, Stuart D. (2016). Disagreement over the best way to use the word ‘validity’ and options for reaching consensus. Assessment in Education: Principles, Policy & Practice, 23(2), 178–197. doi: 10.1080/0969594X.2015.1037241

      Norris, John M. (2016). Current uses for task-based language assessment. Annual Review of Applied Linguistics, 36, 230–244. doi: 10.1017/S0267190516000027

      Purpura, James E. (2016). Second and foreign language assessment. The Modern Language Journal, 100(Supplement S1), 190–208. doi: 10.1111/modl.12308

      Rossa, Henning. (2016). Wie verändern Bildungsstandards und zentrale Prüfungen den Fremdsprachenunterricht? Skizze eines Forschungsdesiderats zu intendierten und beobachteten Effekten der Standard- und Kompetenzorientierung. Zeitschrift für Fremdsprachenforschung, 27(1), 99–122.

      Saville, Nick & Khalifa, Hanan. (2016). The impact of language assessment. In Dina Tsagari & Jayanti Banerjee (Hrsg.), Handbook of second language assessment (S. 77–94). Boston: De Gruyter.

      Sawaki, Yasuyo. (2016). Norm-referenced vs. criterion-referenced approach to assessment. In Dina Tsagari & Jayanti Banerjee (Hrsg.), Handbook of second language assessment (S. 45–60). Boston: De Gruyter.

      Schermelleh-Engel, Karin & Werner, Christina S. (2012). Methoden der Reliabilitätsbestimmung. In Helfried Moosbrugger & Augustin Kelava (Hrsg.), Testtheorie und Fragebogenkonstruktion (2., aktual. u. überarb. Aufl., S. 119–141). Heidelberg: Springer.

      Schoonen, Rob. (2005). Generalizability of writing scores: an application of structural equation modeling. Language Testing, 22(1), 1–30. doi: 10.1191/0265532205lt295oa

      Schoonen, Rob. (2012). The generalisability of scores from language tests. In Glenn Fulcher & Fred Davidson (Hrsg.), Routledge handbook of language testing (S. 341–355). New York: Routledge.

      Shaw, Stuart D. & Weir, Cyril J. (2007). Examining writing: Research and practice in assessing second language writing. Cambridge: Cambridge ESOL/Cambridge University Press.

      Sireci, Stephen G. (2016). On the validity of useless tests. Assessment in Education: Principles, Policy & Practice, 23(2), 226–235. doi: 10.1080/0969594X.2015.1072084

      Stoynoff, Stephen. (2013). Fairness in language assessment. In Carol A. Chapelle (Hrsg.), The encyclopedia of applied linguistics (S. 1–7). Chichester: Wiley-Blackwell. doi: 10.1002/9781405198431.wbeal0409

      Taylor, Lynda. (2013). Ethics in language assessment. In Carol A. Chapelle (Hrsg.), The encyclopedia of applied linguistics (S. 1–7). Chichester: Wiley-Blackwell. doi: 10.1002/9781405198431.wbeal0393

      Turner, Carolyn E. & Purpura, James E. (2016). Learning-oriented assessment in second and foreign language classrooms. In Dina Tsagari & Jayanti Banerjee (Hrsg.), Handbook of second language assessment (S. 255–273). Boston: De Gruyter.

      Van Gorp, Koen & Deygers, Bart. (2014). Task-based language assessment. In Antony J. Kunnan (Hrsg.), The companion to language assessment. Vol. II: Approaches and development (S. 578–593). Chichester: Wiley-Blackwell.

      Van Steendam, Elke, Tillema, Marion & Rijlaarsdam, Gert. (2012). Introduction. In Elke Van Steendam, Marion Tillema, Gert Rijlaarsdam & Huub Van den Bergh (Hrsg.), Measuring writing: Recent insights into theory, methodology and practice