Clark, T., Holland, M., & Spiby, R. (2023). Seeking empirical evidence to support online test validation: Building on the IELTS indicator assessment model. In K. Sadeghi (Ed), Technology-Assisted Language Assessment in Diverse Contexts (pp. 16-33). Routledge.
Clark, T., Spiby, R., & Tasviri, R. (2021). Crisis, Collaboration, Recovery: IELTS and COVID-19. Language Assessment Quarterly, 18(1), 17-25.
Holzknecht, F., McCray, G., Eberharter, K., Kremmel, B., Zehentner, M., Spiby, R., Dunlea, J. (2020). The effect of response order on candidate viewing behaviour and item difficulty in a multiple-choice listening test. Language Testing. https://doi.org/10.1177/0265532220917316
Fairbairn, J., Spiby, R. (2019). Towards a framework of inclusion: developing accessibility in tests at the British Council. European Journal of Special Needs Education, (34):2, 236-255. doi: 10.1080/08856257.2019.158140410
O’Sullivan, B., Dunlea, J., Spiby, R., Westbrook, C. and Dunn, K., (2020). Aptis General Technical Manual Version 2.2. British Council.
Dunlea, J., Motteram, J., Fairbairn, J., Spiby, R., Jiang, R., Spoettl, C., Zehentner, M., Kremmel, B., Holzknecht, F. (2023). Development of the New Workplace Literacy and Numeracy (WPLN) Tests. British Council.
Nakatsuhara, F., May, L., Inoue, C., Willcox-Ficzere, E., Westbrook, C., Spiby, R. (2021). Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests. British Council Validations Series VS/2021/001. British Council.
