Benjamin Kremmel
Benjamin Kremmel
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Interpreting vocabulary test scores: What do various item formats tell us about learners’ ability to employ words?
B Kremmel, N Schmitt
Language Assessment Quarterly 13 (4), 377-392, 2016
Teacher assessment literacy and professional development
L Harding, B Kremmel
Mouton de Gruyter, 2016
Re-examining the content validation of a grammar test: The (im) possibility of distinguishing vocabulary and structural knowledge
JC Alderson, B Kremmel
Language Testing 30 (4), 535-556, 2013
Exploring the role of phraseological knowledge in foreign language reading
B Kremmel, T Brunfaut, JC Alderson
Applied Linguistics 38 (6), 848-870, 2017
Word families and frequency bands in vocabulary tests: Challenging conventions
B Kremmel
tesol QUARTERLY 50 (4), 976-987, 2016
Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation
N Schmitt, P Nation, B Kremmel
Language Teaching 53 (1), 109-120, 2020
Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey
B Kremmel, L Harding
Language Assessment Quarterly 17 (1), 100-120, 2020
Vocabulary levels test
B Kremmel, N Schmitt
The TESOL Encyclopedia of English language teaching, 1-7, 2018
Evaluating the achievements and challenges in reforming a national language exam: The reform team’s perspective
C Spöttl, B Kremmel, F Holzknecht, JC Alderson
Papers in Language Testing and Assessment 5 (1), 1-22, 2016
Looking into listening: Using eye-tracking to establish the cognitive validity of the Aptis Listening Test
F Holzknecht, K Eberharter, B Kremmel, M Zehentner, G McCray, ...
ARAGs Research Reports Online. London: The British Council, 2017
Test review: Current options in at-home language proficiency tests for making high-stakes decisions
DR Isbell, B Kremmel
Language Testing 37 (4), 600-619, 2020
Development and initial validation of a diagnostic computer-adaptive profiler of vocabulary knowledge
B Kremmel
University of Nottingham, 2018
Potentials and challenges of teacher involvement in rating scale design for high-stakes exams
F Holzknecht, B Kremmel, C Konzett, K Eberharter, C Spöttl
Teacher Involvement in High-Stakes Language Testing, 47-66, 2018
Fostering language assessment literacy through teacher involvement in high-stakes test development
B Kremmel, K Eberharter, F Holzknecht, E Konrad
Teacher involvement in high-stakes language testing, 173-194, 2018
Delivering reform in a high stakes context: From content-based assessment to communicative and competence-based assessment
C Spöttl, K Eberharter, F Holzknecht, B Kremmel, M Zehentner
Language testing in Austria: Taking stock. Language testing and evaluation …, 2018
Righting Writing Practices?: An Exam Reform’s Impact on L2 Writing Teaching and Assessment
B Kremmel, K Eberharter, M Maurer
The Politics of English Second Language Writing Assessment in Global …, 2018
Second language learning induces grey matter volume increase in people with multiple sclerosis
R Ehling, M Amprosi, B Kremmel, G Bsteh, K Eberharter, M Zehentner, ...
PloS one 14 (12), e0226525, 2019
The effect of response order on candidate viewing behaviour and item difficulty in a multiple-choice listening test
F Holzknecht, G McCray, K Eberharter, B Kremmel, M Zehentner, R Spiby, ...
Language Testing, 0265532220917316, 2020
Erforschen testen–Tests erforschen
B Kremmel, A Frick, S Parhammer, S Lutz
Measuring vocabulary development
B Kremmel, A Pellicer-Sánchez
The Routledge Handbook of Second Language Acquisition and Language Testing, 211, 2020
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