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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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Visit languagetesting.info for all the latest publications


Exploring Language Assessment and Testing: Language in Action
Posted on 16 Dec 2014 at 5:33 am
by Leung, C.

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    Exploring Language Assessment and Testing: Language in Action
    Posted on 16 Dec 2014 at 5:33 am
    by Leung, C.

    Online Item Calibration for Q-Matrix in CD-CAT
    Posted on 10 Dec 2014 at 4:36 am
    by Chen, Y., Liu, J., Ying, Z.

    Item replenishment is important for maintaining a large-scale item bank. In this article, the authors consider calibrating new items based on pre-calibrated operational items under the deterministi...

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    A Family of Generalized Diagnostic Classification Models for Multiple Choice Option-Based Scoring
    Posted on 10 Dec 2014 at 4:36 am
    by DiBello, L. V., Henson, R. A., Stout, W. F.

    This article proposes a new family of diagnostic classification models (DCM) called the Generalized Diagnostic Classification Models for Multiple Choice Option-Based Scoring (GDCM-MC). The GDCM-MC ...

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    Modeling Instructional Sensitivity Using a Longitudinal Multilevel Differential Item Functioning Approach
    Posted on 9 Dec 2014 at 10:44 pm
    by Alexander Naumann, Jan Hochweber, Johannes Hartig
    Students? performance in assessments is commonly attributed to more or less effective teaching. This implies that students? responses are significantly affected by instruction. However, the assumpt... (show all)

    An Enhanced Approach to Combine Item Response Theory With Cognitive Diagnosis in Adaptive Testing
    Posted on 9 Dec 2014 at 10:44 pm
    by Chun Wang, Chanjin Zheng, Hua-Hua Chang
    Computerized adaptive testing offers the possibility of gaining information on both the overall ability and cognitive profile in a single assessment administration. Some algorithms aiming for these... (show all)

    A Comparison of Different Psychometric Approaches to Modeling Testlet Structures: An Example with C-Tests
    Posted on 9 Dec 2014 at 10:44 pm
    by Ulrich Schroeders, Alexander Robitzsch, Stefan Schipolowski
    C-tests are a specific variant of cloze tests that are considered time-efficient, valid indicators of general language proficiency. They are commonly analyzed with models of item response theory as... (show all)

    Formative Assessment and Test Security: The Revised Standards Are Mostly Fine; Our Practices Are Not
    Posted on 8 Dec 2014 at 8:48 pm
    by Steve Ferrara

    The Global Transformation Toward Testing for Accountability
    Posted on 8 Dec 2014 at 1:00 am
    by William C. Smith

    To ensure equal access to high quality education, the global expansion of universal basic education has included accountability measures in the form of academic tests. Presently the majority of cou...

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    Desegregation, Accountability, and Equality: North Carolina and the Nation, 1971-2002
    Posted on 8 Dec 2014 at 1:00 am
    by Scott Baker, Anthony Myers, Brittany Vasquez

    Using North Carolina as a lens to illuminate broader national developments, this paper examines how and why educational policy in the United States turned away from a civil rights agenda of opportu...

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    Exploring Teacher Questioning as a Formative Assessment Strategy
    Posted on 4 Dec 2014 at 2:57 am
    by Jiang, Y.

    This study explored teacher questioning as a formative assessment strategy by examining the practices of teachers of English as a Foreign Language in Chinese tertiary institutions. It investigated ...

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    Examining How Teachers' Beliefs about Communicative Language Teaching Affect Their Instructional and Assessment Practices: A Qualitative Study of EFL University Instructors in Colombia
    Posted on 4 Dec 2014 at 2:57 am
    by Kim, A.-Y. A.

    Although there has been a plethora of research on how Communicative Language Teaching (CLT) has been implemented in instruction, few have examined how teacher’s beliefs about CLT affects assessment...

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    Comparing Two Pre-listening Supports with Iranian EFL Learners: Opportunity or Obstacle
    Posted on 4 Dec 2014 at 2:57 am
    by Alavi, S. M., Janbaz, F.

    Since listening is a crucial component of language competence and fundamental for successful communication as well, its development has been gradually given much attention from language teachers an...

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    Interactional Competence across Proficiency Levels: How do Learners Manage Interaction in Paired Speaking Tests?
    Posted on 28 Nov 2014 at 12:33 am
    by Galaczi, E. D.

    Paired speaking tasks are now commonly used in both pedagogic and assessment contexts, as they elicit a wide range of interactional skills. The current study aims to offer an investigation of the i...

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    Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability
    Posted on 27 Nov 2014 at 11:36 pm
    by Kim, A.-Y.

    Previous research in cognitive diagnostic assessment (CDA) of L2 reading ability has been frequently conducted using large-scale English proficiency exams (e.g., TOEFL, MELAB). Using CDA, it is pos...

    (show all)

    Validity argument for assessing L2 pragmatics in interaction using mixed methods
    Posted on 27 Nov 2014 at 11:36 pm
    by Youn, S. J.

    This study investigates the validity of assessing L2 pragmatics in interaction using mixed methods, focusing on the evaluation inference. Open role-plays that are meaningful and relevant to the sta...

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    Instructional Alignment as a Measure of Teaching Quality
    Posted on 19 Nov 2014 at 4:18 pm
    by Polikoff, M. S., Porter, A. C.

    Recent years have seen the convergence of two major policy streams in U.S. K–12 education: standards/accountability and teacher quality reforms. Work in these areas has led to the creation of multi...

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    High-Stakes Choice: Achievement and Accountability in the Nation's Oldest Urban Voucher Program
    Posted on 19 Nov 2014 at 4:18 pm
    by Witte, J. F., Wolf, P. J., Cowen, J. M., Carlson, D. E., Fleming, D. J.

    This article considers the impact of a high-stakes testing and reporting requirement on students using publicly funded vouchers to attend private schools. We describe how such a policy was implemen...

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    Web-Based Mathematics Progress Monitoring in Second Grade
    Posted on 10 Nov 2014 at 9:09 am
    by Salaschek, M., Souvignier, E.

    We examined a web-based mathematics progress monitoring tool for second graders. The tool monitors the learning progress of two competences, number sense and computation. A total of 414 students fr...

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    Content Validation of the Comprehension of Written Grammar Assessment for Deaf and Hard of Hearing Students
    Posted on 10 Nov 2014 at 9:09 am
    by Cannon, J. E., Hubley, A. M.

    Content validation is a crucial, but often neglected, component of good test development. In the present study, content validity evidence was collected to determine the degree to which elements (e....

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    Sex Differential Item Functioning in the Inventory of Early Development III Social-Emotional Skills
    Posted on 10 Nov 2014 at 9:09 am
    by Beaver, J. L., French, B. F., Finch, W. H., Ullrich-French, S. C.

    Social-emotional (SE) skills in the early developmental years of children influence outcomes in psychological, behavioral, and learning domains. The adult ratings of a child’s SE skills can be infl...

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    Factorial Invariance of an Integrated Measure of Classroom Sense of Community in Face-to-Face and Online Courses
    Posted on 10 Nov 2014 at 9:09 am
    by Cho, Y., Hathcoat, J. D., Bridges, S. L., Mathew, S., Bang, H.

    The aim of the present study was to develop a more integrated measure of classroom sense of community (SOC) while testing factorial invariance of the measurement structure across face-to-face and o...

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    Tsagari, Dina, & Ildiko Csépes. (Eds.). Language Testing and Evaluation (Vol. 26). Collaboration in Language Testing and Assessment. Bern, Switzerland: Peter Lang, 2012. Pp. 227. $62.95, cloth. ISBN 978?3?631?63529?2.
    Posted on 10 Nov 2014 at 8:52 am
    by Douglas Paul Margolis

    Fostering Self-Regulated Learning Through the European Language Portfolio: An Embedded Mixed Methods Study
    Posted on 10 Nov 2014 at 8:52 am
    by Nicholas Allan Ziegler
    The European Language Portfolio (ELP) is an alternative assessment used in foreign language classes throughout Europe to support and record language learning. Directly linked to the Common European... (show all)

    Automated Scoring of Teachers' Open-Ended Responses to Video Prompts: Bringing the Classroom-Video-Analysis Assessment to Scale
    Posted on 10 Nov 2014 at 1:58 am
    by Kersting, N. B., Sherin, B. L., Stigler, J. W.

    In this study, we explored the potential for machine scoring of short written responses to the Classroom-Video-Analysis (CVA) assessment, which is designed to measure teachers’ usable mathematics t...

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    Application of the Overclaiming Technique to Scholastic Assessment
    Posted on 10 Nov 2014 at 1:58 am
    by Paulhus, D. L., Dubois, P. J.

    The overclaiming technique is a novel assessment procedure that uses signal detection analysis to generate indices of knowledge accuracy (OC-accuracy) and self-enhancement (OC-bias). The technique ...

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    The Link between Pronunciation Anxiety and Willingness to Communicate in the Foreign-Language Classroom: The Polish EFL Context
    Posted on 5 Nov 2014 at 3:31 pm

    Anxiety and L2 self-confidence have been suggested as vital determinants of willingness to communicate (WTC) in a foreign-language (FL) learning environment. Studies also demonstrate that it is a ...

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    Language assessment training in Hong Kong: Implications for language assessment literacy
    Posted on 5 Nov 2014 at 3:53 am
    by Lam, R.

    Despite the call for using assessment to promote effective learning, most language teachers remain underprepared to conduct classroom-based formative assessment and interpret the summative assessme...

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    "Teaching to the Test" in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance
    Posted on 30 Oct 2014 at 9:57 am
    by Jennings, J. L., Bearak, J. M.

    What is "teaching to the test," and can one detect evidence of this practice in state test scores? This paper unpacks this concept and empirically investigates one variant of it by analyzing test i...

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    The DELF in Canada: Perceptions of students, teachers and parents
    Posted on 16 Oct 2014 at 12:26 pm

    The Diplôme d?études de langue française (DELF) has recently gained attention in Canada for its potential as a national French second language (FSL) proficiency test. This article explores the per...

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    The incremental contribution of TOEIC(R) Listening, Reading, Speaking, and Writing tests to predicting performance on real-life English language tasks
    Posted on 15 Oct 2014 at 3:30 am
    by Powers, D. E., Powers, A.

    Typically, English language proficiency tests yield multiple scores – usually for each of the four traditional language domains. In order to maximize the usefulness of test scores, they may need to...

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