Language Assessment Quarterly

Aims & Scope

Language Assessment Quarterly: An International Journal (LAQ) is dedicated to the advancement of theory, research, and practice in first, second, and foreign language assessment for school, college, and university students; for employment; and for immigration and citizenship.

LAQ publishes original articles addressing theoretical issues, empirical research, and professional standards and ethics related to language assessment, as well as interdisciplinary articles on related topics, and reports of language test development and testing practice.

All articles are peer-reviewed.

The journal is directed to an international audience.

Examples of topic areas appropriate for LAQ include: assessment from around the world at all instructional levels including specific purposes; assessment for immigration and citizenship and other ‘gate-keeping’ contexts; issues of validity, reliability, fairness, access, accommodations, administration, and legal remedies; assessment in culturally and/or linguistically diverse populations; professional standards and ethical practices for assessment professionals; interdisciplinary interfaces between language assessment and learning; issues related to technology and computer-based assessment; innovative and practical methods and techniques in developing assessment instruments; recent trends in analysis of performance; and issues of social-political and socio-economic concern to assessment professionals.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.8
2024	1.40

Journal Rank

Year	Value
2024	3289

Journal Citation Indicator

Year	Value
2024	226

SJR (SCImago Journal Rank)

Year	Value
2024	1.253

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	39

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Assessment Literacy for the Language Classroom

  Citation: 256

  Authors: Glenn

• Three Generations of DIF Analyses: Considering Where It Has Been, Where It Is Now, and Where It Is Going

  Citation: 255

  Authors: Bruno D.

• Building and Supporting a Case for Test Use

  Citation: 217

  Authors: Lyle F.

• Assessment Literacy of Foreign Language Teachers: Findings of a European Study

  Citation: 208

  Authors: Karin, Dina

• Changing Communicative Needs, Revised Assessment Objectives: Testing English as an International Language

  Citation: 197

  Authors: Suresh

• Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment

  Citation: 163

  Authors: Jan H.

• Rater Experience, Rating Scale Length, and Judgments of L2 Pronunciation: Revisiting Research Conventions

  Citation: 142

  Authors: Talia, Ron I.

• Interactional Competence: Conceptualisations, Operationalisations, and Outstanding Questions

  Citation: 122

  Authors: Evelina, Lynda

• Examining Rater Effects in TestDaF Writing and Speaking Performance Assessments: A Many-Facet Rasch Analysis

  Citation: 118

  Authors: Thomas

• Peer–Peer Interaction in a Speaking Test: The Case of the<i>First Certificate in English</i>Examination

  Citation: 116

  Authors: Evelina D.

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