About this journal

Language Assessment Quarterly: An International Journal (LAQ) is dedicated to the advancement of theory, research, and practice in first, second, and foreign language assessment for school, college, and university students; for employment; and for immigration and citizenship. LAQ publishes original articles addressing theoretical issues, empirical research, and professional standards and ethics related to language assessment, as well as interdisciplinary articles on related topics, and reports of language test development and testing practice. All articles are peer-reviewed. Language Assessment Quarterly accepts the following types of article: Full-length articles, Commentary, Book Reviews, Test Reviews, Interviews and Practical Advice. The journal is directed to an international audience. Examples of topic areas appropriate for LAQ include:

• assessment from around the world at all instructional levels including specific purposes;
• assessment for immigration and citizenship and other ‘gate-keeping’ contexts;
• issues of validity, reliability, fairness, access, accommodations, administration, and legal remedies;
• assessment in culturally and/or linguistically diverse populations;
• professional standards and ethical practices for assessment professionals;
• interdisciplinary interfaces between language assessment and learning;
• issues related to technology and computer-based assessment;
• innovative and practical methods and techniques in developing assessment instruments;
• recent trends in analysis of performance; and
• issues of social-political and socio-economic concern to assessment professionals.

Please note that this journal only publishes manuscripts in English.

Peer Review:

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

CO-EDITORS

Evelina Galaczi - Cambridge Assessment English, UK

Elvis Wagner - Temple University, USA

ASSOCIATE EDITORS

Ikkyu Choi -  Educational Testing Service, Princeton, USA

Yo In’nami – Chuo University, Japan

Erik Voss – Teachers College, Columbia University, USA

Mikyung K. Wolf -  Educational Testing Service, Princeton, USA

Qin Xie - University of Macau, SAR China

Guoxing Yu - University of Bristol, UK 

EDITORIAL ADVISORY BOARD

Beverly Baker - University of Ottawa, Canada

Khaled Barkaoui -  York University, Canada

Aaron Batty - Keio University, Japan

Nathan Carr -  California State University, Fullerton, USA

Micheline Chalhoub-Deville -   University of North Carolina, Greensboro, USA

Ivy Chen - University of Melbourne, Australia 

Troy Cox - Brigham Young University, USA

Scott Crossley -  Vanderbilt University, USA

Sara Cushing - Georgia State University, USA 

Katherin Eberharter - University of Innsbruck, Austria 

Kellie Frost - University of Melbourne, Australia

Atta Gebril -  The American University in Cairo, Egypt

Lianzhen He -  Zhejiang University, Hangzhou, China

Franz Holzknecht -  The University of Teacher Education in Special Needs, Zurich  , Switzerland

Chihiro Inoue – University of Bedfordshire, UK

Eunice Jang -  University of Toronto, Canada

Rie Koizumi - University of Tsukuba, Japan

Judit Kormos - Lancaster University, UK 

Antony John Kunnan - Duolingo, Carnegie Mellon University, USA 

Daniel Lam - University of Glasgow, UK 

Constant Leung - King's College, London, UK

Gad Lim –  Cambridge Boxhill Language Assessment, USA

Meg Malone –  ACTFL, USA

Shangchao Min - Zhejiang University, Hangzhou, China

Fumiyo Nakatsuhara - University of Bedfordshire, UK

Gary Ockey - Iowa State University, USA

Spiros Papageorgiu - Educational Testing Service, USA 

Jim Purpura - Teachers College, Columbia University, USA

Carsten Roever -  University of Melbourne, Australia

Yasuyo Sawaki -  Waseda University, Japan

Jamie Schissel -  University of North Carolina at Greensboro, USA

Sun-Young Shin -  Indiana University, USA

Jonathan Schmidgall - Educational Testing Service, Princeton, USA

Youngsoon So - Seoul National University, South Korea

Veronika Timpe-Laughlin - Educational Testing Service, Princeton, USA

Karin Vogt - University of Education Heidelberg, Germany

Matthew Wallace - University of Macau, SAR China

Jin Yan -  Shanghai Jiao Tong University, China

Xiaoming Xi -  Hong Kong Examinations and Assessment Authority, Hong Kong, SAR China

Cecilia Guanfang Zhao -  University of Macau, SAR China

FORMER EDITORS

Antony John Kunnan, 2003-2013, 2019-2023

Constant Leung, 2016-2021

Gary Ockey, 2018-2022

Jim Purpura, 2013-2019