​
[48]     Kunnan, A. J., Qin, C., & Zhao, C. (2022). Developing a Scenario-Based English Language Assessment in an Asian University. Language Assessment Quarterly, 19, 1-26.
​
[47]     Mathew, R. & Kunnan, A. J. (2021). Examining assessment literacy among language teachers in Goa: Narratives and two scenarios. Journal of Asia TEFL, 18, 1370-1384.
​
[46]     Kunnan, A. J., Matthew, R., & Zhang, E. (2021). Examining assessment literacy among language teachers in Goa: Analyses of a survey questionnaire and teacher-made tests. Journal of Asia TEFL, 18, 904-922.
​
[45]     Ho, A. O., Yao, D., & Kunnan, A. J. (2021). An analysis of Macao’s Joint Admission Examination-English for Universities. Journal of Asia TEFL, 18, 208-222.
​
[44]     Kunnan, A. J. (2020). Evaluating language assessment from an ethics perspective: Suggestions for a new agenda. Japanese Language Testing Association, 23, 3-13.
​
[43]     Cai, Y. & Kunnan, A. J. (2020). Mapping the fluctuating effect of strategy use on
English reading performance for nursing students. Language Testing, 37, 280-309.   

[42]     Cai, Y., & Kunnan, A. J. (2019). Detecting the language thresholds of the effect of
background knowledge on an LSP reading performance: A case of the island ridge curve. Journal of English for Academic Purposes, 42, 1-32.

[41]     Kunnan, A. J. & Liao, L. (2019). Modeling young learners’ self-assessment, learning attitude, and test performance. The Journal of Asia TEFL, 15, 701-710.

[40]    Kunnan, A. J. (2019). An agenda for language assessment research and pedagogy. The  Journal of Asia TEFL, 15, 327-333.

[39]     Cai, Y. & Kunnan, A. J. (2018). The inseparability of content knowledge from LSP
ability: Evidence from modeling of bifactor-MIRT based scores. Language Assessment Quarterly, 14, 1-21.
 
[38]     Kunnan, A. J. & Carr, N. (2017). A comparability study of the GEPT-Advanced and iBT (TOEFL). Language Testing in Asia, 7, 1-16.

[37]    Cai, Y. & Kunnan, A. J. (2017). The inseparability of content knowledge from LSP ability: Evidence from modeling of bifactor-MIRT based scores. Language Assessment Quarterly, 14, 1-21. 

[36]    Hoang, G., & Kunnan, A. J. (2016). Automated writing instructional tool for English Language Learners: A case study of MY Access. Language Assessment Quarterly, 13, 359-376.

[35]    Liu. S., Kunnan, A. J. (2016). Investigating the application of automated writing evaluation to Chinese undergraduate English majors: A case study of WriteToLearn. CALICO Journal, 33, 71-91.

[34]    Sims, J., & Kunnan, A. J. (2016). Developing evidence for a validity argument for an English placement examination from multi-year test performance data. Language Testing in Asia, 16, 1. 
 
[33]    Wagner, E., & Kunnan, A. J. (2015). The Duolingo English Test. Language Assessment Quarterly, 12, 320-331. DOI: 10.1080/15434303.2015.1061530

[32]    Kunnan, A. J., & Carr, N. T. (2015). A comparability study between the General English Proficiency Test – Advanced and the Internet-Based Test of English as a Foreign Language Taipei, Taiwan: The Language Training and Testing Center.
 
[31]    Zhang, L., Goh, C., & Kunnan, A. J. (2014). Analysis of test takers’ metacognitive and cognitive strategy use and EFL reading test performance: A multi-sample SEM approach. Language Assessment Quarterly, 11, 76-102.
 
[30]    Wagner, E., & Kunnan, A. (2014). Review of Computerized Oral Proficiency Instrument (Arabic and Spanish). In J. Carlson, K. Geisinger, & J. Jonson (Eds.), The 19th Mental Measurements Yearbook (pp. 189-191). Lincoln, NE: Buros Institute of Mental Measurements.
 
[29]    Kunnan, A. & Wagner, E., (2014). Review of the Examination for the Certificate of Competency in English. In J. Carlson, K. Geisinger, & J. Jonson (Eds.), The 19th Mental Measurements Yearbook (pp. 286-288). Lincoln, NE: Buros Institute of Mental Measurements.
 
[28]    Kunnan, A. J. (2010). Publishing in the era of electronic technologies. The Modern Language Journal, 94, 643-645.
 
[27]    Kunnan, A. J. (2010). Statistical analysis for test fairness. Revue Française de Linguistique Appliquée, 16, 39-48.
 
[26]    Kunnan, A. J. (2010). Fairness matters and Toulmin’s argument structures. Language Testing, 4, 183-189.
 
[25]    Kunnan, A. J. (2009). The U.S. Naturalization Test. Language Assessment Quarterly, 6, 89-97.
 
[24]    Kunnan, A. J. (2009). Politics and legislation in citizenship testing in the U.S. Annual Review of Applied Linguistics, 29, 37-48.
 
[23]    Kunnan, A. J. (2007). Test fairness, test bias & DIF. Language Assessment Quarterly, 4, 109-112.
 
[22]    Geranpayeh, A. & Kunnan, A. J. (2007). Differential Item Functioning in terms of age in the Certificate of Academic English exam. Language Assessment Quarterly, 4, 190-222.
 
[21]    Kunnan, A. J. (2005). Arabic Proficiency Test. In J. C. Impara & B. S. Plake (Eds.), The 16th Mental Measurements Yearbook (pp. 57-59). Lincoln, NE: Buros Institute.
 
[20]   Kunnan, A. J. (2005). Scaling Procedures by R. Netemeyer et al. International Journal of Testing, 5, 97-101.
 
[19]    Kunnan, A. J. (2003). The art of nonconversation by M. Johnson. The Modern Language Journal, 87, 338-3
 
[18]    Kunnan, A. J. (1999). Recent developments in language assessment. Annual Review of Applied Linguistics, 19, 235-253.
 
[17]    Kunnan, A. J. (1998). An introduction to structural equation modeling for language assessment research. Language Testing, 15, 295-332.
 
[16]    Kunnan, A. J. (1998). Mark My Words by University of Melbourne. Language Testing, 15, 415-417.
 
[15]    Kunnan, A. J. (1995). Chinese Speaking Test, In J. C. Coloney and J. Kramer (Eds.), The 13th Mental Measurements Yearbook (pp. 250-251). Lincoln, NE: Buros Institute.
 
[14]    Kunnan, A. J. (1995). Chinese Proficiency Test, In J. C. Coloney and J. Kramer, (Eds.), The 13th Mental Measurements Yearbook (pp. 247-248). Lincoln, NE: Buros Institute.
 
[13]    Kunnan, A. J. (1996). Measured Words by B. Spolsky. Language Testing, 13, 116-121.
 
[12]    Kunnan, A. J. (1995). The development of a criterion-referenced ESL test for nonnative English speaking graduate students. Journal of English as a Foreign Language, 10/11, 118-135.
 
[11]    Kunnan, A. J. (1994). Language and Proficiency by J. Oller (Ed.) Language, 70, 216.
 
[10]   Kunnan, A. J. (1994). Modeling relationships among some test-taker characteristics and tests of English as a Foreign Language. Language Testing, 11, 225-252.
 
[9]    Kunnan, A. J. (1993). Assessing Foreign Language Proficiency of Undergraduates by R. Teschner (Ed.) Studies in Second Language Acquisition, 15, 266-267.
 
[8]    Kunnan, A. J. (1993). Assessing Second Language Writing in Academic Contexts by L. Hamp-Lyons (Ed.). The Modern Language Journal, 77, 229-230.
 
[7]    Kunnan, A. J. (1992). An investigation of a criterion-referenced test using G-theory, factor and cluster analyses. Language Testing, 9, 30-49.
 
[6]    Kunnan, A. J. (1992). Response to Luppescu's "The limits to biased item analysis". TESOL Quarterly, 26, 598-602.
 
[5]    Kunnan, A. J. (1992). Multilingualism in India by D. Pattanayak (Ed.) Issues in Applied Linguistics, 3, 179-184.
 
[4]    Kunnan, A. J. (1990). Differential item functioning: The case of an ESL placement examination. TESOL Quarterly, 24, 741-746.
 
[3]    Bachman, L., B. Lynch & A. J. Kunnan (1989). Response to Henning's "Cambridge-TOEFL ". Language Testing, 6, 223-229.
 
[2]    Bachman, L. F., Lynch, B., Kunnan, A. J. & Vanniarajan, S. (1988). Task and ability analysis as a basis for examining content and construct comparability in two EFL proficiency test batteries. Language Testing, 5, 128-159.
 
[1]    Kunnan, A. J. (1986). Making classroom testing useful to teachers and learners. Indian Journal of Applied Linguistics, 12,101-118.