| Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices D Crusan, L Plakans, A Gebril Assessing writing 28, 43-56, 2016 | 328 | 2016 |
| A close investigation into source use in integrated second language writing tasks L Plakans, A Gebril Assessing Writing, 2011 | 274 | 2011 |
| Using multiple texts in an integrated writing assessment: Source text use as a predictor of score L Plakans, A Gebril Journal of Second Language Writing 22 (3), 217-230, 2013 | 206 | 2013 |
| Score generalizability of academic writing tasks: Does one test method fit it all? A Gebril Language Testing 26 (4), 507, 2009 | 149 | 2009 |
| Toward a transparent construct of reading-to-write tasks: The interface between discourse features and proficiency A Gebril, L Plakans Language Assessment Quarterly 10 (1), 9-27, 2013 | 145 | 2013 |
| Investigating source use, discourse features, and process in integrated writing tests A Gebril, L Plakans SPAAN FELLOW 1001, 47, 2009 | 141 | 2009 |
| The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers’ conceptions of assessment A Gebril, GTL Brown Assessment in Education: Principles, Policy & Practice 21 (1), 16-33, 2014 | 120 | 2014 |
| Teachers' conceptions of assessment: A global phenomenon or a global localism GTL Brown, A Gebril, MP Michaelides Frontiers in Education 4, 16, 2019 | 93 | 2019 |
| Exploring the relationship of organization and connection with scores in integrated writing assessment L Plakans, A Gebril Assessing Writing 31, 98-112, 2017 | 93 | 2017 |
| Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks A Gebril, L Plakans Assessing writing 21, 56-73, 2014 | 93 | 2014 |
| Shaping a score: Complexity, accuracy, and fluency in integrated writing performances L Plakans, A Gebril, Z Bilki Language Testing 36 (2), 161-179, 2019 | 91 | 2019 |
| Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency A Gebril, L Plakans Journal of English for academic purposes 24, 78-88, 2016 | 89 | 2016 |
| Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis A Gebril Assessing Writing 15 (2), 100-117, 2010 | 79 | 2010 |
| Test preparation beliefs and practices in a high-stakes context: A teacher’s perspective A Gebril, M Eid Language Assessment Quarterly 14 (4), 360-379, 2017 | 54 | 2017 |
| Assessment Myths: Applying Second Language Research to Classroom Teaching LPA Gebril The University of Michigan Press, 2015 | 53* | 2015 |
| Integrated writing scores based on holistic and multi-trait scales: A generalizability analysis R Ohta, LM Plakans, A Gebril Assessing Writing 38, 21-36, 2018 | 50 | 2018 |
| Language teachers’ conceptions of assessment: An Egyptian perspective A Gebril Teacher Development 21 (1), 81-100, 2017 | 46 | 2017 |
| Independent and integrated academic writing tasks: A study in generalizability and test method AM Gebril THE UNIVERSITY OF IOWA, 2007 | 43 | 2007 |
| Assessment as an emotional practice: Emotional challenges faced by L2 teachers within assessment GTL Brown, A Gebril, MP Michaelides, A Remesal Emotions in second language teaching: Theory, research and teacher education …, 2018 | 29 | 2018 |
| Test preparation in the accountability era: Toward a learning‐oriented approach A Gebril Tesol Journal 9 (1), 4-16, 2018 | 25 | 2018 |
Lia PlakansThe University of IowaVerified email at uiowa.edu
