Papers/Reports which make reference to DELA or the Associated New Zealand program DELNA
Bright, C., & von Randow, J. (2004, September.). Tracking language test consequences: The student perspective. Paper presented at the Ninth National Conference on Community Languages and English for Speakers of Other Languages (CLESOL 2004), Christchurch.
Davies, A. & Elder, C. (2005). Validity and validation in language testing. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 795-813). Mahwah, NJ.: Lawrence Erlbaum.
Elder, C. (2003). The DELNA Initiative At The University of Auckland. TESOLANZ Newsletter, April 2003.
Elder, C., Barkhuizen, G., Knoch, U.,& von Randow, J. (2005). Individual feedback to enhance rater training: Does it work? Language Assessment Quarterly, 2, 175-196.
Elder, C., Barkhuizen, G., Knoch, U., & von Randow, J. (2007). Evaluating rater responses to an online training program for L2 writing assessment. Language Testing, 24, 37-64.
Elder, C, S Bennett and C. Bright (2007) The role of language proficiency in academic success: perspectives from a New Zealand university. Melbourne Papers in Language Testing Vol 12: 24-57.
Elder, C., & Erlam, R. (2001). Development and Validation of the Diagnostic English Language Needs Assessment (DELNA). Auckland: The University of Auckland.
Elder, C., Knoch, U & Zhang, R (2009) Diagnosing the support needs of second language writers: Does the time allowance matter? TESOL Quarterly
Elder, C., McNamara, T. & Congdon, P. (2003 ) Rasch techniques for detecting bias in performance assessments: an example comparing the performance of native and non-native speakers on a test of academic English. Journal of Applied Measurement 4,2: 181-197.
Elder, C., & von Randow, J. (2002). Report on the 2002 Pilot of DELNA at The University of Auckland. Auckland: The University of Auckland.
Elder, C., & von Randow, J. (2003). DELNA Report 2003. Auckland: The University of Auckland.
Elder, C., & von Randow, J. (2008). Exploring the utility of a web-based screening tool. Language Assessment Quarterly 5.3: 173-194.
Harding, L. (2007). Intelligibility, comprehensibility and accent: Some implications for language assessment and teaching (oral presentation). University of Edinburgh: Teacher Development Series. Edinburgh.
Harding, L. (2008). Test-taker attitudes towards diverse-accented speakers in L2 listening assessment: The verbal guise approach (oral presentation). Zhejiang University: 30th Annual Language Testing Research Colloquium. Hangzhou.
Harding, L. (2008). The use of speakers with L2 accents in academic English listening assessment: A validation study. Unpublished doctoral thesis, The University of Melbourne.
Knoch, U., Read, J., von Randow, J. (forthcoming). Re-training writing raters online: How does it compare with face-to-face training? Assessing Writing. 12, 26-43
Knoch, U. (2007). Do empirically developed rating scales function differently to conventional rating scales for academic writing? Spaan Fellow Working Papers in Second or Foreign Language Assessment, 4.
Knoch, U. (2007). 'Little coherence, considerable strain for reader': A comparison between two rating scales for the assessment of coherence. Assessing Writing, 12(2), 108-128.
Knoch, U. 2007. Diagnostic assessment of writing: The development and validation of a rating scale. Unpublished doctoral thesis, The University of Auckland, Auckland.
Knoch, U. (2008). The assessment of academic style in EAP writing: The case of the rating scale. Melbourne Papers in Language Testing, 13(1), 34-67.
Knoch, U. (2009). The development and validation of a rating scale for diagnostic assessment. Language Testing, 26 (2), 275-304
Lumley, T. (1992) Reading comprehension subskills in an EAP test: teachers’ perceptions of what is being tested. Unpublished Doctoral thesis, University of Melbourne.
Lumley, T. (1993)The notion of subskills in reading comprehension tests: an EAP example. Language Testing 10(3), 211-234.
Read, J. (2008) Identifying academic language needs through diagnostic assessment, Journal of English for Academic Purposes (2008), doi:10.1016/j.jeap.2008.02.001
Storch, N. & Hill, K. (2008). What happens to international students' English after one semester of university. Australian Review of Applied Linguistics, 31(1), 3.1-3.17.
Storch, N. (forthcoming). The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing.
von Randow, J. (2004). Report on the DELNA Programme at The University of Auckland. Auckland: The University of Auckland.
von Randow, J. (2005). Report on the DELNA Programme at The University of Auckland in 2005. Auckland: The University of Auckland.