Related Articles

2008-current:

Artemeva, N. & Fox J. (2010) Awareness vs. Production: Probing students' antecedent genre knowledge. Journal of Written and Business Communication.

Fox, J. & Fraser, W. (2008). Comparative analysis Qatar Nursing Applicant Test Scores: CAEL Assessment and University of Calgary Admission Test. College of the North Atlantic - Qatar.

Fox, J. (2008). Moderating top-down policy impact and supporting EAP curricular renewal: Exploring the potential of diagnostic assessment. Journal of English for Academic Purposes, 8, 26-42.

Fox, J. Taking a diagnostic turn: Reinventing the portfolio in EAP classrooms (with P. Hartwick), In D. Tsagari & I. Csepes (Eds.), Classroom-based language assessment. Frankfurt: Peter Lang, in press.

Fox, J. Exploring the testing process: Three test takers' observed and reported strategy use over time and testing contexts (with C. Doe). Canadian Modern Language Review, in press.


2004-2007:

Fox, J. (2005). Rethinking second language admission requirements: Problems with language residency criteria and the need for language assessment and support. Language Assessment Quarterly: an International Journal, 2, 2, 85-115.

Fox, J. (2004). Test decisions over time: Tracking validity. Language Testing, 21, 4, 437-468.

Fraser, W. and Fox, J. (2007) Working for bi-directional washback: Tapping the potential of learner perception and classroom practice to improve test quality. In T.S.C. Farrell (Ed.), Teacher Research Series, Vol. 3, Language Teacher Research in the Americas , (H. McGarrell, Ed.). Washington, D.C.: TESOL Publications, 69-82.

Fraser W. and Fox, J. (2007). Studying classroom practices and learner perceptions to improve test quality. In H. McGarrell (Ed), Language Teacher Research in the Americas. TESOL, 69-82.

Luomo, S. (2004). Assessing speaking. Oxford: Cambridge University Press.

1993-2003:

Berman, R. and Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students and their academic achievement. Canadian Journal of Applied Linguistics, 4, 1, 25-40.

Fox, J. (2003). From products to process: An ecological approach to bias detection. International Journal of Testing,, 3(1), 21-48.

Fox, J. (2001). The role of reflection in the Canadian Academic English Language (CAEL) Assessment. CAEL Assessment Testing Office, Carleton University, Ottawa, Canada.

Fox, J., Pychyl, T. & Zumbo, B. (1997). An investigation of background knowledge in the assessment of language proficiency. Current Developments and Alternatives in Language Assessment. A. Huhta, V. Kohonen, L. Kurki-Suonio and S. Luoma (Eds.). Jyväskyla: Finland. University of Jyväskyla Press, 367-383.

Fox, Zumbo & Pychyl (1993). Psychometric properties of the CAEL Assessment II: An examination of the dependability/ reliability of placement decisions.. Carleton Papers in Applied Language Studies, X:13-26.

Fox, Zumbo and Pychyl (1993). Psychometric properties of the CAEL Assessment I: Overview of development, format, and scoring procedures (with T. Pychyl and B. Zumbo). Carleton Papers in Applied Language Studies, X:1-12.

Theses and Dissertations

Aminkova, Elena (MA) Test-Takers' Perceptions: Behind the Construct of a Test. 2004, Carleton University, Ottawa, Canada.

Doe, Christine (MA ) The role of preparation in test takers' strategy use and test performance. 2007. Carleton University, Ottawa, Canada.

Fox, J. (PhD) It's all about meaning: L2 test validation in and through the landscape of an evolving construct. 2002, McGill University, Montreal, Canada.

Fraser, Wendy (MA) Reflective Item Types in a High-Stakes Assessment of English for Academic Purposes: An Examination of the Method Effect. 2005, Carleton University, Ottawa, Canada.

Hungerland, Ruth (MA) The Role of Contextual Factors in Mediating the Washback of High-StakesLanguage Assessments. 2004, with distinction Carleton University, Ottawa, Canada.

Kennedy, Lauren (MA ) Expanding Test Specifications with Rhetorical Genre Studies and Activity Theory Analyses. 2008. Carleton University, Ottawa, Canada.

Youyi, Sun (MA) The Influence of the Social Interactional Context on Test Performance: A Sociocultural View. 2005, with distinction Carleton University, Ottawa, Canada.

To view the full text of these theses, click here.