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      Saville, N. and R. Hawkey. 2010. ‘The English Profile – the first three years’. English Profile Journal 1/1: e7, 1-14
      URL: http://journals.cambridge.org/action/displayJournal?jid=EPJ
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Saville, N. and R. Hawkey. 2010. ‘The English Profile Programme - the first three years’. English Profile Journal 1/1: n/a
      URL: http://journals.cambridge.org/action/displayJournal?jid=EPJ
      Country of research: various
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Hawkey, R. 2009. Examining FCE and CAE: Key Issues and Recurring Themes in Developing the First Certificate in English and Certificate in Advanced English Exams. Studies in Language Testing 28. Cambridge: Cambridge University Press.
      ISBN: 521736722
      Summary: History the FCE and CAE. Key themes, supported by official records and research data, are: theory and practice of language teaching and testing; test constructs; levels; validity, reliability, impact, practicality in test development, use and revision; stakeholders, partnerships; exam organisation and management.
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Hawkey, R. 2009. Examining FCE and CAE. Cambridge: UCLES/Cambridge University Press.
      ISBN: 978-0-521-73672-5
      Summary: This volume examines the historical development of two major international English examinations - the First Certificate in English (FCE) and the Certificate in Advanced English (CAE); it offers readers a unique account of their evolution over more than 75 years.
      Entered by: University of Cambridge ESOL Examinations
      Weir, C.J., R. Hawkey, A. Green and S. Devi. 2009. ‘The cognitive processes underlying the academic reading construct as measured by IELTS’ in IELTS Research Reports Volume 9. Canberra: IELTS Australia / British Council, pp. 157-189
      Book editor(s): Thompson, P.
      URL: http://www.ielts.org/PDF/Vol9_Report4.pdf
      ISBN: 978-1-906438-51-7
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Weir, C.J., R. Hawkey, A. Green, S. Devi and A. Unaldi. 2009. ‘The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university’ in IELTS Research Reports Volume 9. Canberra: IELTS Australia / British Council, pp. 97-156
      Book editor(s): Thompson, P.
      URL: http://www.ielts.org/PDF/Vol9_Report3.pdf
      ISBN: 978-1-906438-51-7
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Hawkey, R. 2009. ‘A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation’ in Language Testing Matters: Investigating the Wider Social and Educational Impact of Assessment. Studies in Language Testing 31. Cambridge: Cambridge University Press
      Book editor(s): Taylor, L. and C.J. Weir.
      ISBN: 978-0521163910
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Hawkey, R. 2009. ‘A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation’ in Language Testing Matters: Investigating the Wider Social and Educational Impact of Assessment - Proceedings of the ALTE Cambridge Conference, April 2008, Studies in Language Testing Series (31). Cambridge: UCLES/Cambridge University Press, pp. 326-337
      Book editor(s): Taylor, L. and C. Weir.
      ISBN: 978-0-521-16391-0
      Summary: This chapter, derived from a presentation with the same title at the ALTE Cambridge Conference in April 2008, reports an empirical study commissioned by Cambridge ESOL into the washback of the Certificate of Proficiency in English (CPE) on textbooks used on programs preparing candidates for the exam.
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Saville, N. 2009. Developing a Model for Investigating the Impact of Language Assessment Policy within a State Educational Context.
      Supervisor(s): Weir, C.J. and R. Hawkey
      Awarding institution: University of Bedfordshire
      Thesis type: PhD
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Hawkey, R. 2009. ‘Impact of a Blended Learning course: observation and stakeholder views’. Cambridge ESOL: Research Notes 36: 23-28
      URL: http://cambridgeesol.org/rs_notes/rs_nts36.pdf
      Summary: The author presents the results of an impact study of a General English online blended learning course designed for Italian university students.
      Country of research: Italy
      Learners' background: Italy
      Institutional level: tertiary
      Entered by: University of Cambridge ESOL Examinations