Publications
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2021
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2021/04/System.jpeg)
McKay, T.H., Teimouri, Y., Sağdıç A., Salen, B., Reagan. D., & Malone, M. (2021). The cagey C-test construct: Some evidence from a meta-analysis of correlation coefficients. System, 99(1), 1-19. https://doi.org/10.1016/j.system.2021.102526
2020
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2020/11/Encyclopediaofeducationalinnovation-1.png)
Sykes J.M., Malone M.M., Forrest L., Sağdıç A. (2020) Affordances of Digital Simulations to Measure Communicative Success. In M. A. Peters, R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer, https://doi.org/10.1007/978-981-13-2262-4_90-2
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2021/04/ForeignLanguageAnnals.png)
Borowczyk, M. (2020). Credentialing heritage: The role of community heritage language schools in implementing the Seal of Biliteracy. Foreign Language Annals. Advance online publication. https://doi.org/10.1111/flan.12439
2019
![](https://images.tandf.co.uk/common/jackets/agentjpg/978113805/9781138056923.jpg)
Bistline-Bonilla, C., DeRobles, G., & Xu, Y. (2019). Recasts in SCMC: Replicating and extending Gurzynski-Weiss et al. (2016). In R. P. Leow (Ed.), The Routledge handbook of second language research in classroom learning. New York, NY: Routledge.
![](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/ltja_35_3.cover_.png)
Deygers, B., & Malone, M. E. (2019). Language assessment literacy in university admission policies, or the dialogue that isn’t. Language Testing. Advance online publication. https://doi.org/10.1177/0265532219826390
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2019/03/9783030010058.jpg)
Malone, M. E. (2019). Afterword and next steps. In P. Winke & S. M. Gass (Eds.), Foreign Language Proficiency in Higher Education (pp. 309-318). Cham, Switzerland: Springer.
McKay, T. H., & Plonsky, L. (In press). Reliability analyses: Evaluating error. In P. Winke and T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing. New York, NY: Routledge.
Subtirelu, N., Borowczyk, M., Hernández, R. T., & Venezia, F. (2019). Recognizing whose bilingualism? A critical policy analysis of the Seal of Biliteracy. Modern Language Journal, 103(2), 371-390. https://doi.org/10.1111/modl.12556
![Cover of System journal](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2019/03/1-s2.0-S0346251X18X00050-cov150h.gif)
Xu, Y. (2019). Changes in interlanguage complexity during study abroad: A meta-analysis. System, 80, 199-211. https://doi.org/10.1016/j.system.2018.11.008
2018
![Cover of the AELRC Oral Proficiency Testing pdf](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2019/04/Oral-Proficiency-Testing-Bibliography-791x1024.png)
AELRC. (2018). Oral proficiency testing annotated bibliography. Washington, DC: Assessment and Evaluation Language Resource Center. Retrieved from
https://aelrc.georgetown.edu/resources/assessment-testing/oral-proficiency-testing-bibliography/
![Cover of Foreign Language Annals](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/flan.v51.2.cover_.gif)
Cox, T., Malone, M. E., & Winke, P. M. (2018). Future directions in assessment: Influences of standards and implications for language learning. Foreign Language Annals 51(1), 104-115. https://doi.org/10.1111/flan.12326
![Cover of Foreign Language Annals](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/flan.v51.2.cover_.gif)
Cox, T. L., & Malone, M. E. A validity argument to support the ACTFL Assessment of Performance Toward Proficiency in Languages (AAPPL). Foreign Language Annals, 51(3), 548-574. https://doi.org/10.1111/flan.12353
![Series of TESOL Encyclopedia of the English Language books](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/9781118784235.cover_.jpg)
Davis, J. McE. (2018). Terminology: Assessment, evaluation, and testing. In C. Coombe & J. D. Brown (Eds.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: John Wiley & Sons.
![Cover of Useful assessment and evaluation in language education](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/9781626165397.jpg)
Davis, J. McE., Norris, J. M., Malone, M. E., McKay, T. H., & Son, Y. A. (Eds.). (2018). Useful assessment and evaluation in language education. Washington, DC: Georgetown University Press.
![Cover of journal Study Abroad Research in Second Language Acquisition and International Education](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/sar_3-2_pb.png)
Diao, W., Donovan, A., & Malone, M. (2018). Oral language development among Mandarin learners in Chinese homestays. Study Abroad Research in Second Language Acquisition and International Education, 3(1), 33-58. https://doi.org/10.1075/sar.17002.dia
![](https://images.tandf.co.uk/common/jackets/agentjpg/978113819/9781138192393.jpg)
Diao, W., Wang, Y., Donovan, A., & Malone, M. E. (2018). Interactional development through dinnertime talk: The case of American students in Chinese homestays. In C. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice. New York, NY: Routledge.
![Cover of Useful assessment and evaluation in language education](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/9781626165397.jpg)
Deygers, B. (2018). University entrance language tests: Examining assumed equivalence. In J. McE. Davis, J. M. Norris, M. E. Malone, T. H. McKay, & Y. Son (Eds.), Useful assessment and evaluation in language education. Washington, DC: Georgetown University Press.
![Cover of Language Testing journal](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/ltja_35_3.cover_.png)
Llosa, L., & Malone, M. E. (2018). Comparability of students’ writing performance on TOEFL iBT and in required university writing courses. Language Testing. http://doi.org/10.1177/0265532218763456
![Cover of Developing C-tests for estimating proficiency in foreign language research](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/norris_ed._developing_c-tests.jpg)
McKay, T. H., & Abedin, N. (2018). Bangla. In J. M. Norris (Ed.), Developing C-tests for estimating proficiency in foreign language research. New York, NY: Peter Lang.
![Cover of Developing C-tests for estimating proficiency in foreign language research](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/norris_ed._developing_c-tests.jpg)
McKay, T. H., & Son, Y. A. (2018). Analyzing C-tests for text selection and improvement: A comparison of two IRT models. In J. M. Norris (Ed.), Developing C-tests for estimating proficiency in foreign language research. New York, NY: Peter Lang.
![](https://brill.com/cover/covers/9789004392472.jpg?width=300)
Sağdıç, A. (2018). From researchers to L2 classrooms: Teaching pragmatics through collaborative tasks. In S. Anwaruddin (Ed.), Knowledge mobilization in TESOL: Connecting research and practice (pp. 113-127). Leiden, The Netherlands: Brill Publishing.
![Title page of Young A Son's dissertation](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/Son_georgetown_0076D_14112.pdf.jpg)
Son, Y. A. (2018). Measuring heritage language learners’ proficiency for research purposes: An argument-based validity study of the Korean C-test. (Doctoral dissertation). Retrieved from https://repository.library.georgetown.edu/handle/10822/1053074
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2019/04/Heritage-Bibliography-ACTFL-2018-Final-for-Printing-1-791x1024.png)
Son, Y. A., & Kim, A. I. (2018). Annotated bibliography: Overview of evaluation and assessment in heritage language learning. Washington, DC: Assessment and Evaluation Language Resource Center. Retrieved from https://aelrc.georgetown.edu/heritage-eval-assess
![Cover of Developing C-tests for estimating proficiency in foreign language research](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/norris_ed._developing_c-tests.jpg)
Son, Y. A., Kim, A. I., Cho, E., & Davis, J. McE. (2018). Korean. In J. M. Norris (Ed.), Developing C-tests for estimating proficiency in foreign language research. New York. NY: Peter Lang.
2017
![Cover of Deygers' "Assessing High-Stakes Assumptions"](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/deygers2017.png)
Deygers, B. (2017). Assessing high-stakes assumptions: A longitudinal mixed methods study of university entrance language tests and of the policy that relies on them. (Doctoral dissertation). Retrieved from https://www.taalbeleidhogeronderwijs.org/wp-content/uploads/2017/10/Deygers_Dissertation-High-stakes-assumptions.pdf
![Cover of Assessing Writing journal](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/X10752935.jpg)
Llosa, L. & Malone, M. E. (2017). Student and instructor perceptions of writing tasks and performance of writing tasks and performance on TOEFL iBT versus university writing courses. Assessing Writing 34(1), 88-99.
![Cover of System journal](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/1-s2.0-S0346251X18X00050-cov150h.gif)
Malone, M. E. (2017). Commentary 2: Reflections on integrating technology to innovate in study abroad. System, 71, 84-86. https://doi.org/10.1016/j.system.2017.09.021
![Cover of Second and foreign language education](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/9783319022451.jpg)
Malone, M. E. (2017). Developing instructor proficiency in oral language assessment. In N. Van Deusen-Scholl, & S. May (Eds.), Second and foreign language education, Encyclopedia of language and education. Springer.
![Cover of book Language Testing and Assessment](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/9783319022604.jpg)
Malone, M. E. (2017). Training in language assessment. In Shohamy et al. (Eds.), Language testing and assessment, Encyclopedia of language and education. Springer.
McKay, T. H., & Son, Y. A. (2017). Analyzing C-test data in Winsteps: A practical how-to guide.
![Cover of Second language educational experiences for adult learners](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/norris_second_language_ed_experiences_for_adult_learners.jpg)
Norris, J. M., Davis, J. McE., & Timpe-Laughlin, V. (2017). Second language educational experiences for adult learners. London, UK: Routledge.
![Cover of Handbook for Arabic language teaching professionals in the 21st century](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/hanbook_for_arabic_language_teaching_professionals.jpg)
Norris, J. M., & Raish, M. (2017). Arabic language assessment. In K. Wahba, L. England, & Z. Taha (Eds.), Handbook for Arabic language teaching professionals in the 21st century, Volume II. London, UK: Routledge.
![Cover of Foreign Language Annals](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/flan.v51.2.cover_.gif)
Son, Y. A. (2017). Toward useful assessment and evaluation of heritage language learning. Foreign Language Annals, 50(2), 367-368. https://doi.org/10.1111/flan.12273
2016
Davis, J. McE. (2016). Toward a capacity framework for useful student learning outcomes assessment in college language programs. Modern Language Journal, 100(1): 377-399. https://doi.org/10.1111/modl.12319
![Cover of Meeting the challenges to measurement](https://images.tandf.co.uk/common/jackets/agentjpg/978041583/9780415838610.jpg)
Malone, M. E., & Sandrock, P. (2016). Assessment issues in world languages. In Braun, H. (Ed.), Meeting the challenges to measurement in an era of accountability (pp. 217-235). New York, NY: Routledge.
Norris, J. M. (2016). Language program evaluation. Modern Language Journal, 100(s). [Special Issue: “Celebrating the MLJ’s centenary”] https://doi.org/10.1111/modl.12307
![Cover of the Annual Review of Applied Linguistics](https://static.cambridge.org/covers/APL_0_0_0/annual_review%20of%20applied%20linguistics.jpg)
Norris, J. M. (2016). Current uses for task-based language assessment. Annual Review of Applied Linguistics, 36, 230-244. https://doi.org/10.1017/S0267190516000027
Sasayama, S. (2016). Is a ‘complex’ task really complex? Validating the assumption of cognitive task complexity. The Modern Language Journal, 100(1), 231-254. https://doi.org/10.1111/modl.12313
![Cover of the Routledge handbook of English for academic purposes](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/routledge_handbook_of_eng_for_academic_purposes.jpg)
Weigle, S. C., & Malone, M. (2016). Assessing English for academic purposes. In K. Hyland and P. Shaw (Eds.). The Routledge handbook of English for academic purposes. London, UK: Routledge.
2015
![Cover of Example student learning outcome (SLO) statements from U.S. college language programs](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/slobank.png)
AELRC. (2015). Example student learning outcome (SLO) statements from U.S. college language programs. Washington, DC: Assessment and Evaluation Language Resource Center. Retrieved from https://georgetown.app.box.com/s/4nbxa4q4id7fx2l2fugdyaycl4p2chth
AELRC. (2015). References on evaluation and SLO assessment in language education programs. Washington, DC: Assessment and Evaluation Language Resource Center. Retrieved from https://aelrc.georgetown.edu/evaluation-bibliography
![Cover of the Blackwell Encyclopedia of Applied Linguistics](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/Blackwell_0.png)
Bygate, M., Norris, J. M., & Van den Branden, K. (2015). Task-based language teaching. In C. Chapelle (Ed.), Blackwell Encyclopedia of Applied Linguistics. Cambridge, UK: Blackwell.
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2020/12/StudentLearningOutcomesAssessmentInCollegeForeignLanguagePrograms.png)
Davis, J. McE. (2015). The usefulness of accreditation-mandated outcomes assessment: Trends in university foreign language programs. In J. M. Norris & J. McE. Davis (Eds.), Student learning outcomes assessment in college foreign language programs. Honolulu, HI: National Foreign Language Resource Center.
![Cover of Validating language proficiency assessments in second language acquisition research: Applying an argument-based approach](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/51bazkMtWDL._SX350_BO1204203200_.jpg)
Drackert, A. (2015). Validating language proficiency assessments in second language acquisition research: Applying an argument-based approach. Frankfurt am Main: Peter Lang.
![Cover of the book Advancing quantitative methods in second language research](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/Norris-J.-M.-2015-AQMiSLR.png)
Norris, J. M. (2015). Discriminant analysis. In L. Plonsky (Ed.), Advancing quantitative methods in second language research (pp. 309-332). New York, NY: Routledge.
![Cover of the book Domains and directions in the development of TBLT](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/norrisetal2015.jpg)
Norris, J. M. (2015). Statistical significance testing in second language research: Basic problems and suggestions for reform. In J. M. Norris, S. J. Ross, & R. Schoonen, (Eds.), Improving and extending quantitative reasoning in second language research (pp. 97-126). Malden, MA: Wiley-Blackwell.
![Cover of the book Domains and directions in the development of TBLT](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/domains_and_directions_tblt.png)
Norris, J. M. (2015). Thinking and acting programmatically in task-based language teaching: Essential roles for program evaluation. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference. Amsterdam: John Benjamins.
![Cover of the journal Language Learning](https://wol-prod-cdn.literatumonline.com/cms/attachment/6d7baa02-640d-4aaa-b76a-ec93ba47f802/lang.2019.69.issue-1.cover.gif)
Norris, J. M., Plonsky, L., Ross, S., & Schoonen, R. (2015). Guidelines for reporting quantitative methods and results in primary research. Language Learning, 65(2), 375-3106. https://doi.org/10.1111/lang.12104
![](https://repository.library.georgetown.edu/bitstream/handle/10822/1029904/Sasayama_georgetown_0076D_13147.pdf.jpg?sequence=3&isAllowed=y)
Sasayama, S. (2015). Validating the assumed relationship between task design, cognitive complexity, and second language task performance. (Doctoral dissertation). Retrieved from https://repository.library.georgetown.edu/handle/10822/1050805
2014
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2020/10/Screen-Shot-2020-10-17-at-6.03.01-PM.png)
Kondo-Brown, K., Davis, J. McE., & Watanabe, Y. (2014). Evaluation capacity building in college language programs: Developing and sustaining a student exit survey project. In J. Norris & N. Mills (Eds.), Innovation and accountability in language program evaluation. AAUSC Series Issues in Language Program Direction. Cengage.
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2020/10/Screen-Shot-2020-10-17-at-6.03.01-PM.png)
Liskin-Gasparro, J., & Vasseur, R. (2014). Designing an embedded outcomes assessment for Spanish majors: Literary interpretation and analysis. In J. Norris & N. Mills (Eds.), Innovation and accountability in language program evaluation (pp. 83-110). AAUSC Series Issues in Language Program Direction. Cengage.
Books by AELRC Authors
![Cover of the book An investigation task-based second language performance assessments](http://nflrc.hawaii.edu/media/img/TR24icon.png)
Brown, J. D., Hudson, T. D., Norris, J. M., & Bonk, W. (2002). An investigation of task-based second language performance assessments. Honolulu: University of Hawai‘i Press.
Byrnes, H., & Maxim, H., & Norris, J. M. (2011). Monograph issue: Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94(s1), 1–202. https://doi.org/10.1111/j.1540-4781.2010.01147.x
![Cover of Useful assessment and evaluation in language education](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/9781626165397.jpg)
Davis, J. McE., Norris, J. M., Malone, M. E., McKay, T. H., & Son, Y. A. (Eds.). (2018). Useful assessment and evaluation in language education. Washington, DC: Georgetown University Press.
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2020/12/Diversity-and-Super-Diversity-Sociocultural-Linguistic-Perspectives.png)
De Fina, A., Ikizoglu, D., & Wegner, J. (Eds.). (2017). Diversity and super-diversity: sociocultural linguistic perspectives. Washington, DC: Georgetown University Press.
![Cover of Validating language proficiency assessments in second language acquisition research: Applying an argument-based approach](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/51bazkMtWDL._SX350_BO1204203200_.jpg)
Drackert, A. (2015). Validating language proficiency assessments in second language acquisition research: Applying an argument-based approach. Frankfurt am Main: Peter Lang.
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2019/06/Farnsworth-Malone-book-cover.jpg)
Farnsworth, T. L., & Malone, M. E. (2014). Assessing English Learners in U.S. Schools. Alexandria: TESOL Press.
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2020/10/Screen-Shot-2020-10-17-at-6.11.12-PM.png)
Norris, J., & Mills, N. (Eds.). (2014). Innovation and accountability in foreign language program evaluation. AAUSC Series Issues in Language Program Direction. Boston: Heinle.
Norris, J. M. (2008). Validity evaluation in language assessment. New York, NY: Peter Lang.
![Cover of Developing C-tests for estimating proficiency in foreign language research](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/norris_ed._developing_c-tests.jpg)
Norris, J. M. (Ed.). (2018). Developing C-tests for estimating proficiency in foreign language research. New York, NY: Peter Lang.
![Cover of the book Designing second language performance assessment](http://nflrc.hawaii.edu/media/img/TR18icon.png)
Norris, J. M., Brown, J. D., Hudson, T. D., & Yoshioka, J. K. (1998). Designing second language performance assessment. Honolulu: University of Hawai‘i Press.
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2020/12/StudentLearningOutcomesAssessmentInCollegeForeignLanguagePrograms-1.png)
Norris, J. M., & Davis, J. McE. (Eds.). (2015). Student learning outcomes assessment in college foreign language programs. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
![Cover of the book Toward useful program evaluation in college foreign language education](https://images-na.ssl-images-amazon.com/images/I/51MzEFvwFfL._SX378_BO1,204,203,200_.jpg)
Norris, J. M., Davis, J. McE., Sinicrope, C., & Watanabe, Y. (Eds.). (2009). Toward useful program evaluation in college foreign language education. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
![Cover of Second language educational experiences for adult learners](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/norris_second_language_ed_experiences_for_adult_learners.jpg)
Norris, J. M., Davis, J. McE., & Timpe-Laughlin, V. (2017). Second language educational experiences for adult learners. London, UK: Routledge.
![](https://aelrc.georgetown.edu/wp-content/uploads/sites/444/2020/12/StudentLearningOutcomesAssessmentInCollegeForeignLanguagePrograms-2.png)
Norris, J. M., & Davis, J. McE. (Eds.). (2015). Student learning outcomes assessment in college foreign language programs. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
![Cover of the book Improving and extending quantitative reasoning in second language research](http://sites.georgetown.edu/aelrc/wp-content/uploads/sites/444/2019/03/norrisetal2015.jpg)
Norris, J. M., Ross, S. J., & Schoonen, R. (Eds.). (2015). Improving and extending quantitative reasoning in second language research. Malden, MA: Wiley-Blackwell.
![Cover of Task-based language teaching: A reader](https://benjamins.com/covers/3d_flat_450x600/tblt.1.pb.png)
Van den Branden, K., Bygate, M., & Norris, J. M. (Eds.). (2009). Task-based language teaching: A reader. Amsterdam: John Benjamins.