Research summaries and notes

Research summaries and notes provide key information

about and findings from the research being conducted into
PTE Academic.
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
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
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
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. (2014). Forced Choice or Free Choice?: The Role of Question Formats in
Predicting Speaking and Writing Skills of Nonnative Speakers of English. In
Educational Assessment, Volume 19, 2014 – Issue 2
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