Language Testing Article Alert
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This service will alert you to new articles being published in the Language Testing Journals, and those applied linguistics and educational research journals that are included in the Article Aggregation Service. However, this page inlcludes only those journals that assign electronic date-stamps to articles.

Please therefore be aware that while this service will warn you of new articles on language testing in many journals, you should still visit the Language Testing Journals and Article Aggregation Service when you receive an alert from this page, so that you do not miss new content. Also visit the free articles page.


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Neglecting democracy in education policy: A-F school report card accountability systems
Posted on 23 Oct 2017 at 1:00 am
by Kevin Murray, Kenneth R. Howe

Sixteen states have adopted school report card accountability systems that assign A-F letter grades to schools. Other states are now engaged in deliberation about whether they, too, should adopt su...

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    Neglecting democracy in education policy: A-F school report card accountability systems
    Posted on 23 Oct 2017 at 1:00 am
    by Kevin Murray, Kenneth R. Howe

    Sixteen states have adopted school report card accountability systems that assign A-F letter grades to schools. Other states are now engaged in deliberation about whether they, too, should adopt su...

    (show all)

    The students? Occupation and the reinvention of schooling space enabled by interactive technologies
    Posted on 9 Oct 2017 at 1:00 am
    by Diego Felipe de Souza Queiroz, Paula Chagas Bortolon, Rita de Cássia Machado da Rocha

    For years now, the severe crisis of the Brazilian educational system, from the depreciation of schools and of working conditions to the overall decline in what education means, has given rise to mo...

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    Content Knowledge?Broaden or Compensate? A Response to Kissau and Algozzine
    Posted on 22 Sep 2017 at 11:01 am
    by Eileen W. Glisan, Richard Donato
    In their spring 2017 Foreign Language Annals article, ?Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge,? Kissau and Algozzine reported on a study that purported to ... (show all)

    Modeling Skipped and Not-Reached Items Using IRTrees
    Posted on 1 Sep 2017 at 3:47 am
    by Dries Debeer, Rianne Janssen, Paul Boeck
    When dealing with missing responses, two types of omissions can be discerned: items can be skipped or not reached by the test taker. When the occurrence of these omissions is related to the profici... (show all)

    Structured Constructs Models Based on Change-Point Analysis
    Posted on 1 Sep 2017 at 3:47 am
    by Hyo Jeong Shin, Mark Wilson, In-Hee Choi
    This study proposes a structured constructs model (SCM) to examine measurement in the context of a multidimensional learning progression (LP). The LP is assumed to have features that go beyond a ty... (show all)

    The Planning, Implementation, and Assessment of an International Internship Program: An Exploratory Case Study
    Posted on 18 Aug 2017 at 7:35 am
    by Shu-Ling Wu
    This exploratory case study reported the planning, implementation, and assessment of an international internship undertaken in a Taiwanese company by an American university student who was operatin... (show all)

    Rapid-Guessing Behavior: Its Identification, Interpretation, and Implications
    Posted on 13 Aug 2017 at 11:30 pm
    by Steven L. Wise
    The rise of computer-based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that ha... (show all)

    To Delay or Not to Delay: The Timing of Chinese Character Instruction for Secondary Learners
    Posted on 11 Aug 2017 at 4:00 am
    by Ellen Knell, Hai-I (Nancy) West
    The timing of character instruction for beginning Chinese foreign language learners has been a controversial issue in Chinese language instruction for many decades. Some instructors teach character... (show all)

    Validating Automated Measures of Text Complexity
    Posted on 1 Aug 2017 at 4:01 am
    by Kathleen M. Sheehan
    Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are clos... (show all)

    The Cognitive Validity of Child English Language Tests: What Young Language Learners and Their Native-Speaking Peers Can Reveal
    Posted on 20 Jul 2017 at 4:41 am
    by Paula Winke, Shinhye Lee, Jieun Irene Ahn, Ina Choi, Yaqiong Cui, Hyung-Jo Yoon
    This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native-English-speaking child... (show all)

    Word frequency and readability: Predicting the text-level readability with a lexical-level attribute
    Posted on 19 Jul 2017 at 12:45 am
    by Xiaobin Chen, Detmar Meurers
    Assessment of text readability is important for assigning texts at the appropriate level to readers at different proficiency levels. The present research approached readability assessment from the ... (show all)

    Detecting Measurement Disturbances in Rater-Mediated Assessments
    Posted on 13 Jul 2017 at 8:20 pm
    by Stefanie A. Wind, Randall E. Schumacker
    The term measurement disturbance has been used to describe systematic conditions that affect a measurement process, resulting in a compromised interpretation of person or item estimates. Measuremen... (show all)

    Condensed Mastery Profile Method for Setting Standards for Diagnostic Assessment Systems
    Posted on 12 Jul 2017 at 5:20 am
    by A. K. Clark, B. Nash, M. Karvonen, N. Kingston
    The purpose of this study was to develop a standard-setting method appropriate for use with a diagnostic assessment that produces profiles of student mastery rather than a single raw or scale score... (show all)

    Disaggregated Effects of Device on Score Comparability
    Posted on 12 Jul 2017 at 1:06 am
    by Laurie Davis, Kristin Morrison, Xiaojing Kong, Yuanyuan McBride
    The use of tablets for large-scale testing programs has transitioned from concept to reality for many state testing programs. This study extended previous research on score comparability between ta... (show all)

    Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much?
    Posted on 28 Jun 2017 at 9:55 pm
    by Heather Smyser, Mary Alt
    Background We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling. Methods Twenty-ei... (show all)

    A Framework for Policies and Practices to Improve Test Security Programs: Prevention, Detection, Investigation, and Resolution (PDIR)
    Posted on 22 May 2017 at 1:15 am
    by Steve Ferrara
    Test security is not an end in itself; it is important because we want to be able to make valid interpretations from test scores. In this article, I propose a framework for comprehensive test secur... (show all)

    Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language
    Posted on 18 May 2017 at 5:01 am
    by Oren R. Shewach, Winny Shen, Paul R. Sackett, Nathan R. Kuncel
    The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results... (show all)

    Comparability in Balanced Assessment Systems for State Accountability
    Posted on 18 May 2017 at 1:35 am
    by Carla M. Evans, Susan Lyons
    The purpose of this study was to test methods that strengthen the comparability claims about annual determinations of student proficiency in English language arts, math, and science (Grades 3?12) i... (show all)

    Supporting emergent literacy for English language learners with computer-assisted instruction
    Posted on 20 Mar 2017 at 2:35 am
    by Jerrell C. Cassady, Lawrence L. Smith, Christopher L. Thomas
    The growing number of students whose primary language does not match the language of their schools and a steadily growing performance gap has prompted widespread attention to support emergent liter... (show all)

    Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge
    Posted on 31 Jan 2017 at 5:29 am
    by Tess Fitzpatrick, Jon Clenton
    This article offers a solution to a significant problem for teachers and researchers of language learning that confounds their interpretations and expectations of test data: The apparent simplicity... (show all)

    On the validity and sensitivity of the phonics screening check: erratum and further analysis
    Posted on 13 Jan 2017 at 3:40 am
    by James M. Gilchrist, Margaret J. Snowling
    Duff, Mengoni, Bailey and Snowling (Journal of Research in Reading, 38: 109?123; 2015) evaluated the sensitivity and specificity of the phonics screening check against two reference standards. This... (show all)

    How simple is reading in Arabic? A cross-sectional investigation of reading comprehension from first to sixth grade
    Posted on 23 Dec 2016 at 4:53 am
    by Ibrahim A. Asadi, Asaid Khateb, Michal Shany
    This study aimed to examine, from a cross-sectional perspective, the extent to which the simple view of reading (SVR) model can be adapted to the Arabic language. This was carried out by verifying,... (show all)

    ELL School Readiness and Pre-Kindergarten Care
    Posted on 6 Dec 2016 at 9:13 pm
    by Gottfried, M. A.

    The increased utilization of non-parental pre-kindergarten care has spurred interest by both researchers and policy makers as to what types of care might be effective at boosting school readiness. ...

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    Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students
    Posted on 30 Nov 2016 at 2:50 am
    by Jin Kyoung Hwang, Joshua Fahey Lawrence, Catherine Snow, Penelope Collins
    In this article, the researchers examined general vocabulary, academic vocabulary, and reading comprehension growth trajectories of adolescent redesignated fluent English proficient (RFEP) students... (show all)

    Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks
    Posted on 30 Nov 2016 at 1:04 am
    by Huang, H.-T. D., Hung, S.-T. A., Plakans, L.

    Integrated speaking test tasks (integrated tasks) provide reading and/or listening input to serve as the basis for test-takers to formulate their oral responses. This study examined the influence o...

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    Essay Selection Methods for Adaptive Rater Monitoring
    Posted on 29 Nov 2016 at 11:28 pm
    by Wang, C., Song, T., Wang, Z., Wolfe, E.

    Constructed-response items are commonly used in educational and psychological testing, and the answers to those items are typically scored by human raters. In the current rater monitoring processes...

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    Anchor Selection Using the Wald Test Anchor-All-Test-All Procedure
    Posted on 29 Nov 2016 at 11:28 pm
    by Wang, M., Woods, C. M.

    Methods for testing differential item functioning (DIF) require that the reference and focal groups are linked on a common scale using group-invariant anchor items. Several anchor-selection strateg...

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    Setting cut scores on an EFL placement test using the prototype group method: A receiver operating characteristic (ROC) analysis
    Posted on 11 Nov 2016 at 10:20 pm
    by Eckes, T.

    This paper presents an approach to standard setting that combines the prototype group method (PGM; Eckes, 2012) with a receiver operating characteristic (ROC) analysis. The combined PGM–ROC approac...

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    Test Review: An Interview With Amy Gabel: About the WISC-V
    Posted on 7 Nov 2016 at 4:52 am
    by Greathouse, D., Shaughnessy, M. F.

    Whenever a major intelligence or achievement test is revised, there is always renewed interest in the underlying structure of the test as well as a renewed interest in the scoring, administration, ...

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    Application of a Cognitive Diagnostic Model to a High-Stakes Reading Comprehension Test
    Posted on 7 Nov 2016 at 4:52 am
    by Ravand, H.

    General cognitive diagnostic models (CDM) such as the generalized deterministic input, noisy, "and" gate (G-DINA) model are flexible in that they allow for both compensatory and noncompensatory rel...

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