| 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 | 175 | 2020 |
| 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 | 131 | 2020 |
| 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 | 128 | 2016 |
| „25. Teacher assessment literacy and professional development “ L Harding, B Kremmel Handbook of second language assessment. Berlin: De Gruyter, 413-428, 2016 | 113 | 2016 |
| Word families and frequency bands in vocabulary tests: Challenging conventions B Kremmel tesol QUARTERLY 50 (4), 976-987, 2016 | 94 | 2016 |
| 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 | 84 | 2020 |
| Exploring the role of phraseological knowledge in foreign language reading B Kremmel, T Brunfaut, JC Alderson Applied Linguistics 38 (6), 848-870, 2017 | 84 | 2017 |
| 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 | 66 | 2013 |
| Vocabulary levels test B Kremmel, N Schmitt The TESOL encyclopedia of English language teaching, 1-7, 2018 | 51 | 2018 |
| 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 38 (1), 41-61, 2021 | 33 | 2021 |
| Introducing knowledge‐based vocabulary lists (KVL) N Schmitt, K Dunn, B O’Sullivan, L Anthony, B Kremmel Tesol Journal 12 (4), e622, 2021 | 25 | 2021 |
| 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 | 25 | 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 | 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, ... | 17 | 2017 |
| 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 | 15 | 2019 |
| Development and initial validation of a diagnostic computer-adaptive profiler of vocabulary knowledge B Kremmel University of Nottingham, 2018 | 14 | 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 | 12 | 2018 |
| Selling the (word) family silver?: A response to Webb’s “Lemma Dilemma” B Kremmel Studies in Second Language Acquisition 43 (5), 962-964, 2021 | 11 | 2021 |
| Measuring vocabulary learning progress B Kremmel The Routledge handbook of vocabulary studies, 406-418, 2019 | 9 | 2019 |
| Knowledge-based vocabulary lists N Schmitt, K Dunn, B O'Sullivan, L Anthony, B Kremmel Equinox Publishing Limited, 2024 | 7 | 2024 |
Norbert SchmittProfessor of Applied Linguistics, University of NottinghamEmail verificata su nottingham.ac.uk
