Beverly Baker

• Language teacher education
• Development and validation of language assessments
• Research in language assessment, especially writing
• Critical approaches to language learning and assessment
• Language assessment literacy and competency

Beverly Baker began her career teaching English as a second or foreign language in Canada, Japan, France and the United Arab Emirates. She undertook her PhD research in language assessment with Dr. Carolyn Turner in the Department of Integrated Studies in Education, McGill University. Following her PhD, she became an Undergraduate Program Director in the same department before coming to the University of Ottawa. In her research, she explores critical approaches to language teacher development and language assessment.

• 2021-2023: Treasurer, International Language Testing Association
• 2022-2023: Chair, Research Subcommittee, TOEFL Committee of Examiners
• 2021-Present: Editorial Advisory Board, Language Assessment Quarterly
• 2019: International Assessment Award, British Council
• 2019 Emerging Researcher Award, Faculty of Arts, University of Ottawa
• 2019-2020: Interim Chair, Language Assessment Special Interest Group, International Language Testing Association (ILTA)
• 2018 University of Ottawa Young Researcher of the Year, Office of the Vice President, Research
• 2018- present: Member of Editorial Board, Assessing Writing
• Co-Chair, Language Testing Research Colloquium (International Language Testing Association), Bogota, Colombia (2017)
• Vice President, Canadian Association of Language Assessment (2015-2017)

• 2022-2026: OLBI Research Chair in Language Assessment Literacy
• 2018-2021: Social Sciences and Humanities Research Council of Canada (SSHRC), Toward Achieving Canadian Bilingualism: Investigating Language Teacher Professional Identity in Pre-service ESL and FSL Teachers. PI: C. Riches; CI’s: B. Baker, L. Thomas
• 2016-2021: Social Sciences and Humanities Research Council of Canada (SSHRC) Collaboration in Haitian Teacher Development: Cultivating Inclusive Action Research Practices. PI: B. Baker 

Graduate:

• BIL 5103 Assessment of Second Language Competence
• BIL 5503 Évaluation de la compétence en langue seconde
• BIL 5502 Méthodologies de recherche en études du bilinguisme

Undergraduate:

• DLS 1100 Introduction to Second Language Teaching
• DLS 3130 Initiation to Language Assessment
• DLS 3530 Initiation à l'évaluation des langues
• DLS 3100 Classroom Observation and Related Research
• DLS 4900 Expérience pratique / Field Practice 
• ESL 1113 Elementary Grammar for Second Language Learners
• ESL 2361 Advanced Writing Skills for Second Language Learners
• ESL 2121 Reading and Writing Skills for Second Language Learners: Advanced Level

• Baker, B., Polikar, S., & Homayounzadeh, M.  (2021). “I was not thoughtful enough before:” Exploiting the learning-oriented-assessment potential of a test taker-oriented rubric for summative assessment. In Gebril, A. (Ed.), Learning-oriented language assessment: Putting theory into practice. Routledge. 
• Baker, B., Homayounzadeh, M., & Arias, A. (2020). Investigating the test-prep and instructional possibilities of a test-taker oriented rubric for a high-stakes writing test. Journal of Second Language Writing, 50, https://doi.org/10.1016/j.jslw.2020.100771 
• Baker, B. A., & Turner, C. E. (2020). Rating scales and rubrics in language assessment. In Chapelle, C.A. (Ed.), The concise encyclopedia of applied linguistics (pp. 987-994). Hoboken, NJ: Wiley and Sons. 
• Baker, B., & Germain, J. (2020).  A narrative inquiry into the formative assessment practices of an Indigenous language teacher.   In M. E. Poehner & O. Inbar-Lourie (Eds.), Toward a Reconceptualization of L2 Classroom Assessment: Praxis and Researcher-Teacher Partnership. Springer Educational Linguistics series.
• Baker, B., & Hope, A. (2019). Incorporating translanguaging in LSP assessment: The case of a test for university professors. Language Assessment Quarterly, 16(4-5), 408-425. 
• Baker, B., & Riches, C. (2018). The Development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 35(4), 557-581.
• Baker, B., Palfreyman, D. M., Hiller, G., Poha, W., & Manu, Z, (2017). Biliteracy as policy in academic institutions.  In D. M. Palfreyman & C. van der Walt (Eds.), Academic biliteracies: Translanguaging and multilingual repertoires in higher education settings. Bristol, UK: Multilingual Matters.
• Baker, B., & Wigglesworth, G. (2017).  Language assessment in indigenous contexts in Australia and Canada.  In Shohamy, E. & Or, I. G. (Eds.), Encyclopedia of language and education. Springer.
• Baker, B. (2016). Language assessment literacy as professional competence: The case of Canadian admissions decision makers. Canadian Journal of Applied Linguistics, 19(1), 63-83.
• Baker, B. (2015). An Updated Visual Representation for Writing Assessment Research. Special Issue: Language Assessment in Canada: Critical Issues and Research Agenda. TESL Canada Journal, 32(9), 134-136.
• Baker, B. A., & Laurier, M. (2015). The certification of teachers’ language competence in Quebec in French and English: Two different perspectives? Special issue: Language Assessment in the Canadian Context. Language Assessment Quarterly, 12(1).
• Baker, B., Tsushima, R., & Wang, S. (2014). Investigating Language Assessment Literacy: Collaboration between assessment specialists and Canadian university admissions officers. Special Issue--Language testing and assessment in higher education: Some current issues. Language Learning in Higher Education, 4(1).