bright
bright
bright
bright
bright
tl
 
tr
lunder
Language Testing Article Alert
This site designed and maintained by
Prof. Glenn Fulcher

@languagetesting.info

runder
lcunder
rcunder
lnavl
Navigation
lnavr
navtop
lnavs
rnavs
lnavs
rnavs
lnavs
rnavs
lnavs
rnavs
lnavs
rnavs
lnavs
rnavs
bottomnav
 
 

 

 
     
 

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.

 
     
 
     
 

    Subscribe to Article Alert

Articles

Most recent publication
Visit languagetesting.info for all the latest publications


Dealing With Item Nonresponse in Large-Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships
Posted on 1 Dec 2017 at 4:17 am
by Carmen Köhler, Steffi Pohl, Claus H. Carstensen
Competence data from low-stakes educational large-scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item-level nonresponse has not ... (show all)

What are web slices?

Subscribe to receive notification of new articles being published on language testing and assessment.

Web Slice Video Tutorial
 
     

 
     
 
    Dealing With Item Nonresponse in Large-Scale Cognitive Assessments: The Impact of Missing Data Methods on Estimated Explanatory Relationships
    Posted on 1 Dec 2017 at 4:17 am
    by Carmen Köhler, Steffi Pohl, Claus H. Carstensen
    Competence data from low-stakes educational large-scale assessment studies allow for evaluating relationships between competencies and other variables. The impact of item-level nonresponse has not ... (show all)

    The Effectiveness of Video-Based Shadowing and Tracking Pronunciation Exercises for Foreign Language Learners
    Posted on 24 Nov 2017 at 4:46 am
    by Rob Martinsen, Cherice Montgomery, Véronique Willardson
    This exploratory classroom study investigated the effects of two video-assisted pronunciation interventions on the French pronunciation of 12 males and 7 females (n?=?19) enrolled in a fourth-year ... (show all)

    Fine-tuning descriptors for CEFR B1 level: insights from learner corpora
    Posted on 21 Nov 2017 at 5:00 pm
    by Díez-Bedmar M.
    AbstractDespite the current importance of the Common European Framework of Reference for Languages (CEFR) in the learning, teaching, and assessment of languages, limitations arise in the use of the... (show all)

    Policy incentives in Canadian large-scale assessment: How policy levers influence teacher decisions about instructional change
    Posted on 20 Nov 2017 at 1:00 am
    by Derek T. Copp

    Large-scale assessment (LSA) is a tool used by education authorities for several purposes, including the promotion of teacher-based instructional change. In Canada, all 10 provinces engage in large...

    (show all)

    Integrating Digital Technology in an Intensive, Fully Online College Course for Japanese Beginning Learners: A Standards-Based, Performance-Driven Approach
    Posted on 7 Nov 2017 at 8:52 am
    by ERIKO SATO, JULIAN CHENG CHIANG CHEN, SARAH JOURDAIN
    The development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non-Roman character... (show all)

    A Comparative Discourse Analysis of Spanish Past Narrations From the ACTFL OPI and OPIc
    Posted on 30 Oct 2017 at 9:56 am
    by Alan V. Brown, Troy L. Cox, Gregory L. Thompson
    The ACTFL Oral Proficiency Interview (OPI) and accompanying proficiency guidelines have become a mainstay in academic foreign language assessment. In 2006, an asynchronous electronic interface of t... (show all)

    Predicting Freshman Grade-Point Average from Test Scores: Effects of Variation Within and Between High Schools
    Posted on 30 Oct 2017 at 3:31 am
    by D. Koretz, M. Langi
    Most studies predicting college performance from high-school grade point average (HSGPA) and college admissions test scores use single-level regression models that conflate relationships within and... (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)

    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)

    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)

    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. ...

    (show all)

    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, Penelope Collins, Catherine Snow
    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...

    (show all)

    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...

    (show all)

    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...

    (show all)

    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...

    (show all)

    Live Versus Video Observations: Comparing the Reliability and Validity of Two Methods of Assessing Classroom Quality
    Posted on 7 Nov 2016 at 4:52 am
    by Curby, T. W., Johnson, P., Mashburn, A. J., Carlis, L.

    When conducting classroom observations, researchers are often confronted with the decision of whether to conduct observations live or by using pre-recorded video. The present study focuses on compa...

    (show all)

    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, ...

    (show all)

    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...

    (show all)

    An Approach to Scoring and Equating Tests With Binary Items: Piloting With Large-Scale Assessments
    Posted on 25 Oct 2016 at 10:32 pm
    by Dimitrov, D. M.

    This article describes an approach to test scoring, referred to as delta scoring (D-scoring), for tests with dichotomously scored items. The D-scoring uses information from item response theory (IR...

    (show all)

    Effort in Low-Stakes Assessments: What Does It Take to Perform as Well as in a High-Stakes Setting?
    Posted on 25 Oct 2016 at 10:32 pm
    by Attali, Y.

    Performance of students in low-stakes testing situations has been a concern and focus of recent research. However, researchers who have examined the effect of stakes on performance have not been ab...

    (show all)

    Evaluating Rater Accuracy in Rater-Mediated Assessments Using an Unfolding Model
    Posted on 25 Oct 2016 at 10:32 pm
    by Wang, J., Engelhard, G., Wolfe, E. W.

    The number of performance assessments continues to increase around the world, and it is important to explore new methods for evaluating the quality of ratings obtained from raters. This study descr...

    (show all)