Publications

forthcoming/in preparation

Durrant, P., Siyanova-Chanturia, A., Sonbul, S., & Kremmel, B. (forthcoming). Research methods for vocabulary studies. Amsterdam: John Benjamins.

Harding, L., & Kremmel, B. (forthcoming). SLA researcher assessment literacy. In: Winke, P., & Brunfaut, T. (Eds.), The Routledge Handbook of Second Language Acquisition and Language Testing. New York: Routledge.

Harding, L., Kremmel, B., & Eberharter, K. (forthcoming). Language Assessment Literacy in second language assessment contexts. In Knoch, U. & Haug, T. (Eds.): Handbook of Language Assessment across Modalities. OUP.

Holzknecht, F. (forthcoming). Book review: Assessing L2 listening - Moving towards authenticity. Language Testing.

Holzknecht, F. & Brunfaut, T. (in preparation). Individual difference factors in L2 listening. In Li, S., Hiver, P., & Papi, M. (Eds.): The Routledge Handbook of Second Language Acquisition and Individual Differences. New York: Routledge.

Holzknecht, F., McCray, G., Eberharter, K., Kremmel, B., Spiby, R. & Dunlea, J. (under review). The effect of response order on candidate viewing behaviour and item difficulty in a multiple-choice listening test.

Kremmel, B., Eberharter, K., & Holzknecht, F. (forthcoming). Pre-operational testing. In Fulcher, G., & Harding, L. (Eds.): The Routledge Handbook of Language Testing (2nd edition). 

Kremmel, B., & Pellicer-Sanchez, A. (forthcoming). Measuring vocabulary development. In: Winke, P., & Brunfaut, T. (Eds.), The Routledge Handbook of Second Language Acquisition and Language Testing. New York: Routledge.

Leitner, K., & Kremmel, B. (forthcoming). Avoiding scoring malpractice: supporting reliable scoring of constructed-response items in high-stakes exams. In: Lanteigne, B., Coombe, C., & Brown, J.D. (Eds.), Challenges in Language Testing Around the World. Springer.

Paran, A., Eberharter, K., Spoettl, C., & Ratheiser, U. (forthcoming). Measuring literary competences in SLA. In: Winke, P., & Brunfaut, T. (Eds.), The Routledge Handbook of Second Language Acquisition and Language Testing. New York: Routledge.

 

2019

Chapelle, C., Kremmel, B., & Brindley, G. (2019). Assessment. In: Schmitt, N., & Rodgers, M. (Eds.), An Introduction to Applied Linguistics. New York: Routledge.

Kremmel, B. (2019). Measuring vocabulary learning progress. In Webb, S. (Ed.): The Routledge Handbook of Vocabulary Studies (pp. 406-418). New York: Routledge.

Kremmel, B., & Harding, L. (2019). Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 1-21. doi: 10.1080/15434303.2019.1674855

Schmitt, N., Nation, P., & Kremmel, B. (2019). Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching, 1-12. doi:10.1017/S0261444819000326

2018

Eberharter, K. (2018). A qualitative approach to validating multiple-choice items assessing language in context. In Sigott, G. (Ed.): Language testing in Austria: taking stock (pp. 585-606). Berlin: Peter Lang. 

Eberharter, K., Holzknecht, F., & Kremmel, B. (2018). Evaluating the effectiveness of a training program for double-raters. In Sigott, G. (Ed.): Language testing in Austria: taking stock (pp. 607-628). Berlin: Peter Lang. 

Eberharter, K., Kremmel, B., & Konzett-Firth, C. (2018). Produktive Fertigkeiten überprüfen und bewerten. In Hinger, B. & Stadler, W. (Eds.), Testen und Bewerten fremdsprachlicher Kompetenzen: Eine Einführung (pp. 87-116). Tübingen: Narr Francke Attempto. 

Eberharter, K., Kremmel, B., & Zehentner, M. (2018). Die Erstellung von Testaufgaben: Der Testentwicklungszyklus. In Hinger, B. & Stadler, W. (Eds.), Testen und Bewerten fremdsprachlicher Kompetenzen: Eine Einführung (pp. 57-68). Tübingen: Narr Francke Attempto.

Holzknecht, F. (2018). Reading strategies in the standardized Austrian matriculation examination (Matura) for English. In Sigott, G. (Ed.): Language testing in Austria: taking stock (pp. 563-584). Peter Lang.

Holzknecht, F., & Harding, L. (2018). IELTS listening sub-test. In Liontas, J. I., DelliCarpini, M., & Riopel, J. C. (Eds.), The TESOL Encyclopedia of English Language Teaching, online edition. Wiley.

Holzknecht, F., Huhta, A., & Lamprianou, I. (2018). Comparing the outcomes of two different approaches to CEFR-based rating of students' writing performances across two European countries. Assessing Writing, 37, 57-67.

Holzknecht, F., Kremmel, B., Konzett, C., Eberharter, K., Konrad, E., & Spöttl, C. (2018). Potentials and challenges of teacher involvement in rating scale design for high-stakes exams. In Xerri, D., & Vella Briffa, P. (Eds.), Teacher involvement in high stakes language testing (pp. 47-66). Springer.

Konrad, E., Holzknecht, F., Schwarz, V., & Spöttl, C. (2018). Assessing writing at lower levels: Research findings, task development locally and internationally, and the opportunities presented by the extended CEFR descriptors. ARAGs Research Reports Online. London: The British Council.

Konrad, E., Spöttl, C., Holzknecht, F., & Kremmel, B. (2018). The role of classroom teachers in standard setting and benchmarking. In Xerri, D., & Vella Briffa, P. (Eds.), Teacher involvement in high stakes language testing (pp. 11-29). Springer.

Kremmel, B. (2018). In the classroom - Vocabulary: principles and practice 9. ETprofessional, Issue 117, 43-45. 

Kremmel, B., Eberharter, K., Holzknecht, F., & Konrad, E. (2018). Fostering language assessment literacy through teacher involvement in high-stakes test development. In Xerri, D., & Vella Briffa, P. (Eds.), Teacher involvement in high stakes language testing (pp. 173-194). Springer.

Kremmel, B., Eberharter, K., & Maurer, M. (2018). Righting Writing Practices? An exam reform’s impact on L2 writing teaching and assessment. In Ruecker, T., & Crusan, D. (Eds.), The Politics of English Second Language Writing Assessment in Global Contexts (pp. 122-137).  New York: Routledge. 

Stadler, W., & Kremmel, B. (2018). Testprinzipien. In Hinger, B. & Stadler, W. (Eds.), Testen und Bewerten fremdsprachlicher Kompetenzen: Eine Einführung (pp. 39-56). Tübingen: Narr Francke Attempto.

Spöttl, C., Eberharter, K., Holzknecht, F., Kremmel, B., & Zehentner, M. (2018). Delivering reform in a high stakes context: from content-based assessment to communicative and competence-based assessment. In Sigott, G. (Ed.): Language testing in Austria: taking stock (pp. 219-240). Berlin: Peter Lang. 

Zehentner, M. (2018). Examining the effect of partner choice in peer-to-peer assessment. In Sigott, G. (Ed.): Language testing in Austria: taking stock (pp. 629-650). Berlin: Peter Lang.

2017

Eberharter, K., Zehentner, M., & Spöttl, C. (2017). Die Entwicklung illustrativer mündlicher und schriftlicher Performanzen für die neue Standardisierte Reifeprüfung in Englisch. In: Dalton-Puffer, C., Boeckmann, K.-B., & Hinger, B. (Eds.), Sprachlehr-lernforschung in Österreich. Symposium anlässlich des 10-jährigen Bestehens der ÖGSD, Wien 19.Mai 2017. ÖGSD Tagungsberichte 2.

Holzknecht, F., Eberharter, K., Kremmel, B., McCray, G., Zehentner, M., Konrad, E., & Spöttl, C. (2017). Kognitive Prozesse während Hörverständnisaufgaben: Eine Eye-Tracking und Stimulated-Recall Untersuchung. In: Dalton-Puffer, C., Boeckmann, K.-B., & Hinger, B. (Eds.), Sprachlehr-lernforschung in Österreich. Symposium anlässlich des 10-jährigen Bestehens der ÖGSD, Wien 19.Mai 2017. ÖGSD Tagungsberichte 2.

Holzknecht, F., Eberharter, K., Kremmel, B., Zehentner, M., McCray, G., Konrad, E., & Spöttl, C. (2017). Looking into listening: Using eye-tracking to establish the cognitive validity of the Aptis Listening Test. ARAGs Research Reports Online. London: The British Council.

Kremmel, B. (2017). Entwicklung und Validierung eines computer-adaptiven Wortschatztests. In: Dalton-Puffer, C., Boeckmann, K.-B., & Hinger, B. (Eds.), Sprachlehr-lernforschung in Österreich. Symposium anlässlich des 10-jährigen Bestehens der ÖGSD, Wien 19.Mai 2017. ÖGSD Tagungsberichte 2.

Kremmel, B., & Schmitt, N. 2017. Vocabulary Levels Test. In Liontas, J. I., DelliCarpini, M., & Riopel, J. C. (Eds.), The TESOL Encyclopedia of English Language Teaching, online edition. Wiley.

2016

Harding, L., & Kremmel, B. (2016). Teacher assessment literacy and professional development. In Tsagari, D., & Banerjee, J. (eds.), Handbook of Second Language Assessment (pp. 413-428), Berlin: De Gruyter.

Kremmel, B. (2016). Word families and frequency bands in vocabulary tests: Challenging conventions. TESOL Quarterly 50(4), 976-987. http://onlinelibrary.wiley.com/doi/10.1002/tesq.329/full 

Kremmel, B., & Schmitt, N. (2016). Interpreting vocabulary test scores: What do various item formats tell us about learners’ ability to employ words? Language Assessment Quarterly 13(4), 377-392. http://dx.doi.org/10.1080/15434303.2016.1237516

Kremmel, B., Frick, A., Lutz, S., & Parhammer, S. (2016). Erforschen testen – Tests erforschen. In Hinger, B. (Ed.), Zweite Tagung der Fachdidaktik 2015 "Sprachsensibler Sach-Fach-Unterricht – Sprachen im Sprachunterricht", Innsbrucker Beiträge zur Fachdidaktik 2 (pp. 233-255), Innsbruck, iup.

Spöttl, C., Kremmel, B., Holzknecht, F., & Alderson, J.C. (2016). Evaluating the achievements and challenges in reforming a national language exam: The reform team’s perspectivePapers in Language Testing and Assessment, 5(1), 1-22.

2015

Kremmel, B., Brunfaut, T., & Alderson, J.C. (2015). Exploring the Role of Phraseological Knowledge in Foreign Language Reading. Applied Linguistics, 1-24. 

2013

Alderson, J.C., & Kremmel, B. (2013). Re-examining the content validation of a grammar test: The (im)possibility of distinguishing vocabulary and structural knowledge. Language Testing, 30(4), 535-556.

Eberharter, K., Konrad, E., Kremmel, B., Maurer, M., & Spöttl, C. (2013). Matura in the making - Die Entstehung kompetenzorientierter Testaufgaben in den lebenden Fremdsprachen. ILS-Mail - Institutszeitschrift zu aktuellen Themen der LehrerInnenbildung und Schulforschung 1/13, 12-13.

Kremmel, B., & Holzknecht, F. (2013) Strengths and weaknesses of the CEFR in guiding test task design: What the can dos can do and what they can’t (yet)”, In J. Colpaert, Simons, M., Aerts, A., & Oberhofer, M. (Eds.): Conference Proceedings, Language testing in Europe: Time for a new framework? University of Antwerp, Belgium, May 27-29 2012 (pp. 153-156). Antwerp: University of Antwerp.

Spöttl, C., & Eberharter, K. (2013). CEFR performance descriptors and the missing formulae. In J. Colpaert, Simons, M., Aerts, A., & Oberhofer, M. (Eds): Conference Proceedings, Language testing in Europe: Time for a new framework? University of Antwerp, Belgium, May 27-29 2012 (pp. 203-208). Antwerp: University of Antwerp.

2012

Eberharter, K., & Frötscher, D. (2012). Quality control in marking open-ended listening and reading test items: Issues and practice. In Tsagari, D., Papadima-Sophocleous, S. & Ioannou-Georgiou, S. (eds.) International experiences in language testing and assessment. Frankfurt am Main: Peter Lang.


Unpublished MA Theses

Eberharter, K. (2008). Exam reform and its impact on teaching. University of Innsbruck.

Eberharter, K. (2011). A qualitative approach to validating multiple-choice items assessing language in context. Lancaster University.

Holzknecht, F. (2009). A needs-analysis for Austrian English teachers in developing and assessing writing tests for the Matura. University of Innsbruck.

Holzknecht, F. (2012). Establishing one part of a validity argument: Reading strategies tested in the standardized Austrian Matura exam. Lancaster University.

Konrad, E. (2012). Effects of the use of dictionaries. Lancaster University.

Kremmel, B. (2010). Item difficulty in reading tests at CEFR level B2. University of Innsbruck.

Kremmel, B. (2012). Explaining variance in reading test performance through linguistic knowledge: The relative significance of vocabulary, syntactic and phraseological knowledge in predicting second language reading comprehension. Lancaster University.

Maurer, M. (2015). How do test takers write a blog? A corpus-based study of linguistic features in performances based on the task type blog. Lancaster University.

Zehentner, M. (2015). The Partner Effect – Investigating the impact of partner choice on paired speaking task performance ratings. University of Innsbruck.

Zehentner, M. (2017). No c(l)ue what to do – Examining the effects of situational cues in writing task prompts on students’ writing behaviour and their attitude towards the task. Lancaster University. 


 
Nach oben scrollen