Mag. Dr. Armin Berger, MA

T: +43-1-4277-42435

Summer term 2026

120421 VO BEd 02.1: Grammar in Use (GiU)

126211 KU BEd 11.2: KU Practicum Coaching, Materials Evaluation and Development

126710 FK BEd 07.1: FK Language Assessment and Feedback

Winter term 2025

120017 SE Staff Seminar - Principles of Course development

120421 VO BEd 02.1: Grammar in Use (GiU)

126710 FK BEd 07.1: FK Language Assessment and Feedback

Summer term 2025

120004 SE MEd 03: SE Applied Research Seminar - Language test development and validation: research perspectives

120421 VO BEd 02.1: Grammar in Use (GiU)

126211 KU BEd 11.2: KU Practicum Coaching, Materials Evaluation and Development

126710 FK BEd 07.1: FK Language Assessment and Feedback

Berger, A. (2025). Authentizität. In K. Vogt, & H. Rossa (Eds.), Leistungsmessung, Evaluation und Feedback im Fremdsprachenunterricht: Ein Handbuch für Studium, Refendariat und Unterricht (pp. 55-61). Klett Kallmeyer.

Berger, A. (2025). Praktikabilität. In K. Vogt, & H. Rossa (Eds.), Leistungsmessung, Evaluation und Feedback im Fremdsprachenunterricht: Ein Handbuch für Studium, Referendariat und Unterricht (pp. 42-48). Klett Kallmeyer.

Berger, A. (2023). A difficulty-informed approach to developing language assessment literacy for classroom purposes. Chinese Journal of Applied Linguistics, 46(2), 289-307. https://doi.org/10.1515/CJAL-2023-0209

Berger, A., Heaney, H., & Sigott, G. (2023). Dimensions of language assessment literacy and their difficulty for pre-service teachers of English in Austria. In C. Amerstorfer, & M. V. Blanckenburg (Eds.), Activating and engaging learners and teachers: Perspectives for English language education (pp. 159-182). Narr Francke Attempto. https://doi.org/10.24053/9783823394600

Berger, A., & Heaney, H. (2023). Language Assessment Literacy in teacher education: Factoring difficulty into course design. In H. Cesnik, N. Dobric, & C. Harsch (Eds.), Festschrift in honour of Günther Sigott: Advanced methods in language testing (pp. 53-76). Peter Lang.

Berger, A. (2022). Advanced English language competence at the intersection of programme design, pedagogical practice, and teacher research: An introduction. In A. Berger, H. Heaney, P. Resnik, A. Rieder-Bünemann, & G. Savukova (Eds.), Developing advanced English language competence: A research-informed approach at tertiary level (pp. 1-23). Springer. https://doi.org/10.1007/978-3-030-79241-1_1

Berger, A. (2022). Designing a speaking competence course for future teachers of English: Exploring students’ needs. In A. Berger, H. Heaney, P. Resnik, A. Rieder-Bünemann, & G. Savukova (Eds.), Developing advanced English language competence: A research-informed approach at tertiary level (pp. 343–363). Springer. https://doi.org/10.1007/978-3-030-79241-1_28

Berger, A. (2022). Assessing oral presentations and interactions: From a systematic to a salient-feature approach. In A. Berger, H. Heaney, P. Resnik, A. Rieder-Bünemann, & G. Savukova (Eds.), Developing advanced English language competence: A research-informed approach at tertiary level (pp. 297–321). Springer. https://doi.org/10.1007/978-3-030-79241-1_26

Berger, A. (2022). Gebril, A. (Ed.) Learning-Oriented Language Assessment: Putting Theory into Practice. Routledge. 2021. Pp. 254. Studies in Language Assessment. https://arts.unimelb.edu.au/__data/assets/pdf_file/0005/4282565/SiLA-11.1-Book-review.pdf

Berger, A. (2022). Refining the vertical axis of the CEFR for classroom purposes: Local reference points. In D. Little, & N. Figueras (Eds.), Reflecting on the Common European Framework of Reference for Languages and its Companion Volume (pp. 144-158). Multilingual Matters.

Martinek, T., & Berger, A. (2022). The Common Final Test. In A. Berger, H. Heaney, P. Resnik, A. Rieder-Bünemann, & G. Savukova (Eds.), Developing advanced English language competence: A research-informed approach at tertiary level (1. ed., pp. 133–141). Springer. https://doi.org/10.1007/978-3-030-79241-1_12

Berger, A., Heaney, H., Resnik, P., Rieder-Bünemann, A., & Savukova, G. (Eds.) (2021). Developing advanced English language competence: A research-informed approach at tertiary level. Springer. English Language Education

Berger, A. (2020). Specifying Progression in Academic Speaking: A Keyword Analysis of CEFR-Based Proficiency Descriptors. Language Assessment Quarterly, 17(1), 85-99. https://doi.org/10.1080/15434303.2019.1689981

Heaney, H., & Berger, A. (2019). From local islands of knowledge to a shared, global understanding: a concept for improving assessment literacy in pre-service teachers of English at Vienna University, Austria. In C. Falkenhagen, H. Funk, M. Reinfried, & L. Volkmann (Eds.), Sprachen lernen integriert - global, regional, lokal: Dokumentation zum 27. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF) Jena, 27.-30. September 2017 (pp. 187-200). Schneider Verlag Hohengehren.

Heaney, H., & Berger, A. (2018). Devloping rating instruments for the assessment of Academic Writing and Speaking at Austrian university English departments. In G. Sigott (Ed.), Language testing in Austria: Taking stock (Vol. 40, pp. 325-346). Peter Lang.

Berger, A., & Heaney, H. (2018). Extending CEFR descriptors for an analytic rating scale of academic writing at C1 to C2 - a stop-gap measure? In Der Gemeinsame Europäische Referenzrahmen für Sprachen und seine Adaption im Hochschulkontext: 6. Bremer Symposion zum Sprachenlernen und -lehren (pp. 106-117). AKS-Verlag.

Berger, A. (2018). Rating scale validation for the assessment of spoken English as tertiary level. In Language testing in Austria: Taking stock (pp. 679-702). Peter Lang.

Berger, A. (2016). Rating scales for assessing academic speaking: A data-based definition of progression. VIEW[Z] : Vienna English working papers, 25, 25-44.

Berger, A. (2015). Validating analytic rating scales: A multi-method approach to scaling descriptors for assessing academic speaking. Peter Lang. Language Testing and Evaluation Vol. 37 https://doi.org/10.3726/978-3-653-06183-3

Berger, A. (2012). Creating language-assessment literacy: A model for teacher education. In J. Hüttner, B. Mehlmauer-Larcher, S. Reichl, & B. Schiftner (Eds.), Theory and practice in EFL teacher education: Bridging the gap (pp. 57-82). Multilingual Matters.

Curriculum vitae

currently: Senior Scientist and Senior Lecturer, Department of English and American Studies, University of Vienna; academic coordinator of the English Language Competence programme

2019-2022 University Assistant, Department of English and American Studies, University of Vienna; academic coordinator of the English Language Competence programme

2010-2019 Senior Lecturer, Department of English and American Studies, University of Vienna (language competence)

2015 PhD (Dr.phil.) in Applied Linguistics (language testing), University of Vienna

2012 MA Language Testing and Teaching, University of Klagenfurt

2004-2010 External Lecturer, Department of English and American Studies, University of Vienna; teacher of English and religious education at secondary schools

2004 Master's degree (Mag.theol.) in religious education and English (teacher education), University of Vienna

Research interests

Language testing and assessment
Rating scale development and validation
Assessing L2 speaking
Washback effects on language teaching and learning
Language assessment literacy

Teaching

Language testing and assessment
English language competence
Grammar in use
Integrated language and study skills
Practical phonetics and oral communication skills
In-service teacher education