各位作者：
第五届语言测试与评价国际研讨会审稿业已完成，以下公布研讨会接纳的论文与专题研讨计划。组委会将向通讯作者发电子邮件另行通知。若您在5月16日前未收到电子邮件通知，请向组委会（calta@gdufs.edu.cn）垂询。
CALTA 2019组委会
2019年5月15日
Dear authors,
We are happy to announce that the following proposals have been accepted for paper or symposium presentation on CALTA 2019. The corresponding authors will be notified through email. If you do not receive the email by May 17, please report to the Organizing Committee through email (calta@gdufs.edu.cn).
CALTA2019 Organizing Committee
May 15, 2019
List of accepted proposals（接纳稿件一览）
Cai Yuyang
The orchestrated use of strategic competence across successful and unsuccessful English reading test performers: A latent profile analysis with distal outcome
Cao Linlin
Developing and validating overall scale for reading comprehension in CSE
Chan Kwong Tung; Kwek Siew Hoon
Situating learning-oriented assessment in the Singapore Secondary Chinese Language classroom
Chen Ying; Guan Xiaoxian
To Whom Do I Write? Chinese EFL Test-takers’ Conceptualization and Construction of Their Audience in the Aptis Writing Test
de Ruiter, Laura; Wen Peizhi; Chen Si
PACE - Developing a culturally appropriate vocabulary test for young Chinese learners of English
Deng Hua
Investigating the relationship between China’s EFL writers’ strategy use and their English writing ability
Dong Manxia
Structural relationship between learners’ perceptions of a test, learning practices, and learning outcomes: A study on the washback mechanism of a high-stakes test
Du Wenbo; Ma Xiaomei
A New Trend for Cognitive Diagnostic Assessment: Application of mixed-CDMs to an EFL Diagnostic Reading Test
Gu Xiangdong; Yu Chengyuan; Li Yulong; Liu Ketong; Xu Wandong; Duan Yiting
From Zero to One: Book Review Writing and Publishing in Fostering 21st-Century Skills
Han Chao
Testing and assessing spoken-language interpretation: A state-of-the-art review
Han Chao; Chen Sijia; Fan Qin
Rater-mediated assessment of translation and interpretation: Comparative judgement versus analytic rubric scoring
Han Jiayan
Guangdong University of Foreign Studies
Hao Yuanyue
Reconceptualising the reciprocal role of learning theories and language assessment theories
Hao Yuanyue
A Bayesian approach to the construct validation of an integrated listening-to-write task by multidimensional approach to register analysis
Hsieh Ching-Ni
Young EFL learners’ strategy use in picture-based speaking tasks
Kanistra, Paraskevi (Voula)
Using an innovative standard setting method to enhance test validity and validity of alignment studies
Lan Chunshou
Language Assessment Literacy as a Predictor of the Negotiation of EFL Teachers’ Assessor Identity
Langeslag, Jan
Assessment Literacy among Chinese International School Teachers
Li Ximei
Assessing Young EFL Learners: Language Assessment Literary of Elementary School Teachers
Li Yue; Min Shangchao; Wang Min
The effect of source use on organizational quality in integrated writing: Evidence from alignment perspective
Li Zhi
Washback effect in cyberspace: A text-mining approach to understanding test takers’ preparation for TOEFL iBT
Liu Baoquan; Jason Fan
Teachers’ Involvement in High-Stakes Assessment Reforms: The Case of Test for English Majors (TEM) in China
Liu Weiwei
Learner Variability and Efficacy of Self-Assessment as a Tool of Assessment for Learning: The Case of EFL Learners in a Chinese University
Liu Li
Validating a university-based rating scale for a university-based writing assessment: The RUC-TWPE experience
Liu Yuan
The connection between Chinese high-stakes test preparation school teachers’ language assessment literacy and choice of teaching methods
Lloyd, Jane; Clark, Tony; Galazi, Evelina; Jordan, Shron
Chinese English Language Test-takers: A UK Perspective
Luo Kaizhou; Wang Jiayu
Evaluating rater consistency in writing tasks of ETIC Advanced: A validation study based on AUA
Shang Xiaoqi
Developing differentiated analytic scales for assessing Chinese to English bi-directional interpreting performances
Simpson, Evan
Breaking the Cycle: Intervening for Positive Washback
Tan Yi; Nam Yunjung
Evaluating the New HSK from an International Perspective: Using Criteria for Test Usefulness
Tian Jianqiu
A Learning oriented assessment (LOA) approach to an English course on Frontiers of Science and Technology
Wang Weiqiang
Assessment as Learning: How the Preparation of TOEFL iBT Shapes Chinese Test-Takers’ English Learning Experiences
Wang Xiaoying
Justifying the Use of a Summary Writing Task as a Measure of Students’ Critical Thinking Ability
Wang Yun; Treffers-Daller, Jeanine; Graham, Suzanne
Phonological variables are more important than vocabulary in L2 listening among Chinese learners of English
Wu Sha; Papageorgiou, Spiros; He Lianzhen; Liu Jianda; Cheng Mengmeng; Hsieh Ching-Ni; Zhang Wenxia
Aligning language test scores to proficiency levels: Validity issues in the Chinese educational context
Wucinski, Frank; Breakspear, Trevor
Teaching Language Assessment Literacy Through Assessment
Xiao Yangyu
Fostering Students’ Feedback Literacy: How Can University Teachers Help Students Develop Ability to Uptake Feedback
Xu Lirong
Noun phrase complexity in integrated writing produced by advanced Chinese EFL learners
Yang Lifang
Validating the Rating Process and Products of a Performance Test Task with a Multi-dimensional Construct
Yang Luna; Liu Jian; Wu Zunmin
Exploring the consequential validity of low-stakes regional education quality assessment for Junior school students
Ye Wei; Liu Jianda
Exploring the Construct of the Story Continuation Writing Task
Zhang Bo
Exploring factors related to reading literacy of Chinese high school students using PISA data
Zhang Chunqing; Wang Pucheng; Chen Lanying; Fu Ying
Argument-based validation of an English diagnostic assessment system for senior high school in China
Zhang Juan; He Lianzhen
Using alignment-based descriptors in integrated writing assessment: Exploring the role of source use
Zhang Xinling
An Electroencephalography (EEG) Study of Reading-to-write and Writing-only Processes
Zhao Jie
How language learners perceive writing template for academic writing?
陈锦
阅读测试的学科背景DIF检测及其成因研究
陈谱顺
英汉翻译自动评分：经验与启示
陈偲
基于认知诊断的职业英语阅读诊断模型构建
段惠琼、江钰文
大学生英语阅读认知能力与考察倾向是否契合
段惠琼、黄洪燕、丁树良
基于认知诊断的英语阅读研究综述
方璐萌
Validating the Writing Part B of GSEEE by Investigating the Prompt Topic Effect: A research proposal
冯妙玲、李姝瑶、洪琳
高考英语语法填空题的构念效度——基于Rasch的分析
郭应平、荣丽
基于现代测试理论的我国大学生英语语用能力大型测试实证研究
韩艳丽
动态评估模式下L2听力教学中教师干预和同伴干预的对比研究发
何莲珍、熊笠地
中国英语能力等级量表的应用——基于UTAUT理论的接受度研究
洪琳
浙江高考英语概要写作题型的信度和效度——基于多面Rasch模型的分析
黄丽燕、叶薇、郑星
中国高考英语改革研究
黄敏
《中小学外语写作课堂测评与反馈》评介
黄玮莹
综合型口语任务类型对口语产出的影响研究
姜子芸
Examining comparability of writing prompts of an in-house English proficiency test: a CDM approach
李迪
英语专业四级考试的公平性：考生的视角
李龙、马应心
论语言测试的信号传递效应——以英语测试为例
李旭殷、黄锐
大学英语教师测评素养研究
李子容
《新交际英语》综合课程口试的设计
梁晨
A Study of Critical Thinking Ability in Reading-to-write
林林、李冠颖
Exploring MTCSOL student teachers’ conceptions of assessment
刘鸿颖、刘芹
理工科大学生学术英语口语课堂动态评估研究
刘萍
《中国英语能力等级量表》对L2学习者阅读元认知的影响
罗莎
大学英语翻转课堂环境评价框架与指标体系研究
罗运久、韦卫
基于人工智能单词向量化算法设计HSK词汇测试及干扰项的实证研究
毛燕琴
研读语篇 以读促写
泰中华
综合口语测试任务设计思考—LOA理论视角
谈梦雨
Human Scoring of Essays Under Intervention Of Machining Rating
王飞宇
Action research on project-based formative assessment for College English teaching
王浦程
Investigating test-takers’ cognitive processes while completing a reading-to-write task
王爽、王佶旻
循证理念在国外语言测评中的应用
温倩
多面Rasch模型的商务谈判口译行为测试效度验证
夏燕勤、杨一峰
3-6岁儿童看图叙事能力研究
肖锐
口译信息评估中基于命题分析评分标准的效度验证研究
徐柳
英语口试任务特征对评分员内容方面关注点的影响
徐莎莎
基于知识图谱的高考英语研究热点、演进分析及展望
徐鹰
基于数据的故事复述任务内容评分标准效度研究
许明、黄丽燕
中小学英语教师评价素养内涵的实证研究
许艺、刘宇婷
口译资格考试真实性与交互性探究
许悦婷、何莉怡
How pre-service teachers’ conceptions of assessment change over internship: implications for teacher assessment literacy
杨满珍、吕剑涛、梁丽、黄恩谋、张德成、张俊宇、曹丽红
基于大学英语网络形成性评估教改游戏型教学模式下的学生自主学习动机性策略分析
杨志强、全冬
计算机辅助英语口试效度多角度验证
姚远
Examining the Impacts of Item Difficulty and Rating Method on Rating Reliability of Translation Items on English Examination
叶雪敏
高考英语阅读理解效度的结构方程模型分析
殷晟恺
On Integrated Speaking Test Performance and its Relation with Critical Thinking: A Case Study of TOEFL Integrated Speaking Task
俞向军
认知诊断视阈下的美国CBAL阅读素养测评：评述与借鉴
张红强
高考英语阅读素材文本改编 ---以2018年全国卷为例
赵海永
中国英语学习者工作记忆容量与二语水平关系的元分析研究
周建华
PRETCO测试对学生英语写作策略的反拨效应研究
朱其韵
Development of teacher assessment literacy in peer feedback processes
