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ILTA Best Article Award
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This award is given annually for the article that makes a significant contribution to the field of language testing. Nominations may include articles published in a refereed journal or book chapters. The recipient will receive an award of US$500.

The Awards Committee will use the following criteria as they judge each article:

1. The contribution of the work to the field of language testing, or to the interface between language testing and other areas of enquiry (and in particular the originality of the contribution).

2. The persuasiveness of the argument (whether based on the interpretation of empirical data, theoretical rationales, or both).

3. The thoroughness of the literature review.

4. The clarity of presentation (written expression; the use of figures and tables, where appropriate).

5. In the case of empirical studies, the quality of the procedures for data-gathering and analysis.

Nominations are currently open until November 20, 2020. Submit your nomination using the form below.



De Jong, N. H. (2018). Fluency in second language testing: Insights from different disciplines. Language Assessment Quarterly 15(3), 237-254. 


Plakans, L. & Gebril, A. (2017). Exploring the relationship of organization and connection with scores in integrated writing assessment. Assessing Writing, 31: 98–112.


McNamara, T., Van Den Hazelkamp, C., & Verrips, M. (2016). LADO as a Language Test: Issues of Validity, Applied Linguistics, 37(2), 262–283.


Alderson, J. C., Brunfaut, T., & Harding, L. (2015). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, 36(2), 236-260.


Scott Crossley, Amanda Clevinger & YouJin Kim. The Role of Lexical Properties and Cohesive Devices in Text Integration and Their Effect on Human Ratings of Speaking Proficiency, /Language Assessment Quarterly/, 11:3, 250-270, DOI: 10.1080/15434303.2014.926905


P. Deane. On the relation between automated essay scoring and modern views of the writing construct." Assessing Writing 18(1): 7-24.


Claudia Harsch & Guido Martin. Adapting CEF-descriptors for rating purposes: Validation by a combined rater training and scale revision approach. Assessing Writing, 17(4), 228-250.


Dorry M. Kenyon, David MacGregor, Dongyang Li and H. Gary Cook. Issues in vertical scaling of a K-12 English language proficiency test. Language Testing 28(3), 383-400.


Carol Chapelle, Chung, Yoo-Ree Chung, Volker Hegelheimer, Nick Pendar and Jing Xu. Towards a computer-delivered test of productive grammatical ability. Language Testing 27(4), 443–469.


Glenn Fulcher and Fred Davidson. Test Architecture, Test Retrofit. Language Testing, 26(1), 123-144.


Elvis Wagner. Video listening tests: What are they measuring? Language Assessment Quarterly 5(3), 218-243.


Marilyn L. Abbott.  A confirmatory approach to differential item functioning on an ESL reading assessment. Language Testing 24(1), 7-36.


Wen-Ta Tseng, Zoltán Dörnyei, and Norbert Schmitt. A New approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.


Xiaoming Xi.  Do visual chunks and planning impact performance on the graph description task in the SPEAK Exam? Language Testing, 22(4),463-508.


Batia Laufer, Cathie Elder, Kathryn Hill, and Peter Congdon. (2004). Size and strength: Do we need both to measure vocabulary knowledge. Language Testing, 21(2), 202-226.


Annie Brown (2003). Interviewer variation and the co-construction of speaking proficiency. Language Testing, 20 (1), 1-25.


Miyhoko Kobashi (2002).Methods on reading comprehension test performance: Text organization and response format. Language Testing, 19(2), 193-220.


Noriko Iwashita, Tim McNamara, and Cathy Elder. (2001).Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information processing approach to task design. Language Learning, 51 (3), 401-436.


Alex Teasdale and Constant Leung. (2000).Teacher assessment and psychometric theory: A case of paradigm crossing? Language Testing, 17(2), 163-184.


John Upshur and Carolyn E. Turner. (1999).Systematic effects in the rating of second language speaking ability: test method and learner discourse. Language Testing, 16(1), 82-111.


Carol Chapelle (1998). Construct definition and validity inquiry in SLA research. In L. F. Bachman & A. D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 32-70). Cambridge: Cambridge University Press.


James E. Purpura (1997). An analysis of the relationships between test takers' cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), 289-325.


Cathie Elder. (1996). The effect of language background on ‘foreign’ language test performance: The case of Chinese, Modern Greek and Italian. Language Learning, 46(2), 233-282.


Micheline Chalhoube-Deville. (1995). A contextualized approach to describing oral language proficiency. Language Learning, 45(2), 251-281.


Gary Buck. (1994).The appropriacy of psychometric measurement models for testing second language listening comprehension. Language Testing, 11(2), 145-170.


Charles Alderson and Dianne Wall. (1993). Does washback exist? Applied Linguistics, 14(2), 115-129.


Bonny Norton Pierce. (1992). Demystifying the TOEFL reading test: Insights from development and genre analysis. TESOL Quarterly, 26(4), 665-689.

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