A/Prof Jason Fan
Deputy Director - Language Testing Research Centre
School of Languages and Linguistics
84 Scholarly works
9 Projects
HIGHLIGHTS
2026
Journal article
Examining the relevance of three TOEFL Essentials writing tasks to the accounting profession: The role of domain experts
DOI: 10.1016/j.asw.2026.1010722026
Journal article
Modelling workplace communicative competence: evidence from migrant workers in food services
DOI: 10.1515/applirev-2025-02812025
Research grants (international)
Rater Cognition and the Validity of the BESTEP Speaking Test: A Qualitative Investigation
2025
Report
Effective test preparation for computer-based tests: Comparing the PTE-A speaking test and the CET-SET
2025
Book Chapter
Rasch Analysis
DOI: 10.1002/9781405198431.wbeal207742021
Research Grant
Linking the Speaking Subtest of the PTE-A to the CET-SET in China: A Concordance Study
2020
Research Grant
LTTC Teaching and Research Grants for 2019
RECENT SCHOLARLY WORKS
2025
Report
Report on the development, trialling and equating of a new version (L13 Biomimicry) of the DELA listening test
2025
Journal article
Asymmetry and stratification: examining the washback effects of the National Matriculation English Test in Chinese high schools
DOI: 10.1177/003368822513931532024
Journal article
Open Science for language assessment research and practice in China: A response to Winke
DOI: 10.1177/026553222312231002024
Journal article
Towards a framework of critical thinking for assessing EAP speaking
DOI: 10.1016/j.jeap.2024.1014262024
Book
Applying Rasch Measurement Theory in Language Assessment
2024
Journal article
Test score comparison tables: How well are they serving test users?
DOI: 10.1177/02655322241239348
RECENT PROJECTS
2025
Research grants (international)
Bridging Language Assessment and Learning: Using PTE Writing Tasks and Large Language Models (LLMs) for Dynamic Assessment
2022
Research grants (international)
An Investigation of Argumentation in University Based Academic Writing Compared to TOEFL-iBT Written Academic Discussion Task Responses: Using LLMs to Support an Expanded Writing Construct