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Jason Fan

Associate Professor

University of Melbourne

Australia

Research Interests

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Dr. Jason Fan is an Associate Professor at The University of Melbourne, Australia. His research focuses on language assessment, particularly in the context of English for Academic Purposes (EAP) and large-scale language testing in China. Recent articles co-authored by Dr. Fan explore critical thinking frameworks for language assessment, test-taker engagement with AI technologies, and the impacts of local English testing policies in higher education.

Articles (19)

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2026

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2022

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2021

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2021

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2021

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2020

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2020

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2020

Collaborators (3)

Ute Knoch

University of Melbourne

AUSTRALIA

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Xun Yan

Associate Professor

Beckman Institute for Advanced Science and Technology

UNITED STATES

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Shengkai Yin

Lecturer

Federation University

AUSTRALIA

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Jason Fan

Research Interests

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About

Articles (19)

Examining the relevance of three TOEFL Essentials writing tasks to the accounting profession: The role of domain experts

Modelling workplace communicative competence: evidence from migrant workers in food services

Asymmetry and stratification: examining the washback effects of the National Matriculation English Test in Chinese high schools

Rasch Analysis

Open Science for language assessment research and practice in China: A response to Winke

Towards a framework of critical thinking for assessing EAP speaking

Test score comparison tables: How well are they serving test users?

Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test

Test-Taker Engagement in AI Technology-Mediated Language Assessment

Assessing L2 integrated writing self-efficacy: Development and validation of a scale

Local English testing in China’s tertiary education: Contexts, policies, and practices

At the Intersection of Language Testing Policy, Practice, and Research: An Interview with Yan Jin

Exploring L2 Listening Instruction, Self-Efficacy, and Strategy Use: A Mediation Analysis

Differential washback effects of a high-stakes test on students’ English learning process: evidence from a large-scale stratified survey in China

Modeling Input Factors in Second Language Acquisition of the English Article Construction

Book Review: Defining and Assessing Lexical Proficiency

“Am I qualified to be a language tester?”: Understanding the development of language assessment literacy across three stakeholder groups

Assessing Business English writing: The development and validation of a proficiency scale

Teachers’ involvement in high-stakes language assessment reforms: The case of Test for English Majors (TEM) in China

Collaborators (3)

Ute Knoch

Xun Yan

Shengkai Yin

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