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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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Asymptotic Standard Errors for Item Response Theory True Score Equating of Polytomous Items
Posted on 5 Mar 2015 at 5:17 am
by Cheow Cher Wong
Building on previous works by Lord and Ogasawara for dichotomous items, this article proposes an approach to derive the asymptotic standard errors of item response theory true score equating involv... (show all)

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    Asymptotic Standard Errors for Item Response Theory True Score Equating of Polytomous Items
    Posted on 5 Mar 2015 at 5:17 am
    by Cheow Cher Wong
    Building on previous works by Lord and Ogasawara for dichotomous items, this article proposes an approach to derive the asymptotic standard errors of item response theory true score equating involv... (show all)

    Assessment of Differential Item Functioning Under Cognitive Diagnosis Models: The DINA Model Example
    Posted on 5 Mar 2015 at 5:17 am
    by Xiaomin Li, Wen-Chung Wang
    The assessment of differential item functioning (DIF) is routinely conducted to ensure test fairness and validity. Although many DIF assessment methods have been developed in the context of classic... (show all)

    Net and Global Differential Item Functioning in PISA Polytomously Scored Science Items: Application of the Differential Step Functioning Framework
    Posted on 26 Feb 2015 at 11:05 am
    by Akour, M., Sabah, S., Hammouri, H.

    The purpose of this study was to apply two types of Differential Item Functioning (DIF), net and global DIF, as well as the framework of Differential Step Functioning (DSF) to real testing data to ...

    (show all)

    Assessing Self-Regulated Strategies for School Writing: Cross-Cultural Validation of a Triadic Measure
    Posted on 26 Feb 2015 at 11:05 am
    by Malpique, A. A., Margarida Veiga Simao, A.

    This study reports on the construction of a questionnaire to assess ninth-grade students’ use of self-regulated strategies for school writing tasks. Exploratory and confirmatory factorial analyses ...

    (show all)

    A Multi-Sample Investigation of the Assessment and Locomotion Scales in a Population of Secondary School Students
    Posted on 26 Feb 2015 at 11:05 am
    by Hodis, F. A.

    Understanding human motivation requires gauging individuals’ strivings to be effective in controlling goal pursuits and establishing the truth about themselves and their experiences. Two constructs...

    (show all)

    Motivation and Engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a Multi-Dimensional Framework
    Posted on 26 Feb 2015 at 11:05 am
    by Martin, A. J., Yu, K., Papworth, B., Ginns, P., Collie, R. J.

    This study explored motivation and engagement among North American (the United States and Canada; n = 1,540), U.K. (n = 1,558), Australian (n = 2,283), and Chinese (n = 3,753) secondary school stud...

    (show all)

    Comparing Simple Scoring With IRT Scoring of Personality Measures: The Navy Computer Adaptive Personality Scales
    Posted on 9 Feb 2015 at 10:42 am
    by Oswald, F. L., Shaw, A., Farmer, W. L.

    This article analyzes data from U.S. Navy sailors (N = 8,956), with the central measure being the Navy Computer Adaptive Personality Scales (NCAPS). Analyses and results from this article extend an...

    (show all)

    On-the-Fly Assembled Multistage Adaptive Testing
    Posted on 9 Feb 2015 at 10:42 am
    by Zheng, Y., Chang, H.-H.

    Recently, multistage testing (MST) has been adopted by several important large-scale testing programs and become popular among practitioners and researchers. Stemming from the decades of history of...

    (show all)

    Establishing the Reliability of Word Association Data for Investigating Individual and Group Differences
    Posted on 30 Jan 2015 at 6:43 am
    by Fitzpatrick, T., Playfoot, D., Wray, A., Wright, M. J.

    This article argues that, across different psychological contexts, the methods of data collection, treatment, and analysis in word association tests have hitherto been inconsistent. We demonstrate ...

    (show all)

    A Multi-perspective Investigation of Attitudes Towards English Accents in Hong Kong: Implications for Pronunciation Teaching
    Posted on 29 Jan 2015 at 4:09 am
    by Jim Y. H. Chan
    The study reported in this article examined Hong Kong students' attitudes towards English accents from three interrelated perspectives: (1) their awareness of accents, (2) their perception of accen... (show all)

    Validity arguments for diagnostic assessment using automated writing evaluation
    Posted on 27 Jan 2015 at 3:57 am
    by Chapelle, C. A., Cotos, E., Lee, J.

    Two examples demonstrate an argument-based approach to validation of diagnostic assessment using automated writing evaluation (AWE). Criterion ®, was developed by Educational Testin...

    (show all)

    Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles
    Posted on 27 Jan 2015 at 3:57 am
    by Harding, L., Alderson, J. C., Brunfaut, T.

    Alderson, Brunfaut and Harding (2014) recently investigated how diagnosis is practised across a range of professions in order to develop a tentative framework for a theory of diagnosis in second or...

    (show all)

    Diagnosing diagnostic language assessment
    Posted on 22 Jan 2015 at 2:22 am
    by Lee, Y.-W.

    Diagnostic language assessment (DLA) is gaining a lot of attention from language teachers, testers, and applied linguists. With a recent surge of interest in DLA, there seems to be an urgent need t...

    (show all)

    Reexamining elicited imitation as a measure of implicit grammatical knowledge and beyond...?
    Posted on 13 Jan 2015 at 4:57 am
    by Sarandi, H.

    This study examines elicited imitation (EI) both as a measure of implicit grammatical knowledge and more global semantic and syntactic knowledge. It also examines whether length affects the difficu...

    (show all)

    Development of a Forced-Choice Measure of Typical-Performance Emotional Intelligence
    Posted on 9 Jan 2015 at 4:33 am
    by Anguiano-Carrasco, C., MacCann, C., Geiger, M., Seybert, J. M., Roberts, R. D.

    Self-report ratings of emotional intelligence (EI) can be faked in high-stakes situations. Although forced-choice administration can prevent response distortion, it produces ipsative scores when sc...

    (show all)

    Self-Report Assessments of Emotional Competencies: A Critical Look at Methods and Meanings
    Posted on 9 Jan 2015 at 4:33 am
    by Keefer, K. V.

    This Special Issue of the Journal of Psychoeducational Assessment offers a critical appraisal of the validity, applied utility, and limitations of self-report assessments of emotional competencies....

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    Assessment of Regulatory Emotional Self-Efficacy Beliefs: A Review of the Status of the Art and Some Suggestions to Move the Field Forward
    Posted on 9 Jan 2015 at 4:33 am
    by Alessandri, G., Vecchione, M., Caprara, G. V.

    In the present article, we present a review of the current status of the art with regard to the construct of regulatory emotional self-efficacy beliefs. We start with the definition of the psycholo...

    (show all)

    Effect of genre on the generalizability of writing scores
    Posted on 26 Dec 2014 at 1:01 am
    by Bouwer, R., Beguin, A., Sanders, T., van den Bergh, H.

    In the present study, aspects of the measurement of writing are disentangled in order to investigate the validity of inferences made on the basis of writing performance and to describe implications...

    (show all)

    Coming to terms with innovative high-stakes assessment practice: Teachers' viewpoints on assessment reform
    Posted on 26 Dec 2014 at 1:01 am
    by East, M.

    Implementing assessment reform can be challenging. Proposed new assessments must be seen by stakeholders to be fit for purpose, and sometimes the perceptions of key stakeholders, such as teachers a...

    (show all)

    Self-assessment of Japanese as a second language: The role of experiences in the naturalistic acquisition
    Posted on 26 Dec 2014 at 1:01 am
    by Suzuki, Y.

    Self-assessment has been used to assess second language proficiency; however, as sources of measurement errors vary, they may threaten the validity and reliability of the tools. The present paper i...

    (show all)

    Language ability of young English language learners: Definition, configuration, and implications
    Posted on 26 Dec 2014 at 1:01 am
    by Gu, L.

    In this study I examined the dimensionality of the latent ability underlying language use that is needed to fulfill the demands young learners face in English-medium instructional environments, whe...

    (show all)

    A comparison of video- and audio-mediated listening tests with many-facet Rasch modeling and differential distractor functioning
    Posted on 26 Dec 2014 at 1:01 am
    by Batty, A. O.

    The rise in the affordability of quality video production equipment has resulted in increased interest in video-mediated tests of foreign language listening comprehension. Although research on such...

    (show all)

    The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos
    Posted on 24 Dec 2014 at 3:12 am
    by Suvorov, R.

    Investigating how visuals affect test takers’ performance on video-based L2 listening tests has been the focus of many recent studies. While most existing research has been based on test scores and...

    (show all)

    Differentiation of Illusory and True Halo in Writing Scores
    Posted on 23 Dec 2014 at 2:38 am
    by Lai, E. R., Wolfe, E. W., Vickers, D.

    This report summarizes an empirical study that addresses two related topics within the context of writing assessment—illusory halo and how much unique information is provided by multiple analytic s...

    (show all)

    Item Response Theory Models for Wording Effects in Mixed-Format Scales
    Posted on 23 Dec 2014 at 2:38 am
    by Wang, W.-C., Chen, H.-F., Jin, K.-Y.

    Many scales contain both positively and negatively worded items. Reverse recoding of negatively worded items might not be enough for them to function as positively worded items do. In this study, w...

    (show all)

    What accounts for integrated reading-to-write task scores?
    Posted on 23 Dec 2014 at 1:30 am
    by Shin, S.-Y., Ewert, D.

    Reading-to-write (RTW) tasks are becoming increasingly popular and have already been used in several high-stakes English proficiency exams, either replacing or complementing a prompt-based essay te...

    (show all)

    Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation
    Posted on 23 Dec 2014 at 1:30 am
    by Poehner, M. E., Zhang, J., Lu, X.

    Dynamic assessment (DA) derives from the sociocultural theory of mind as elaborated by Russian psychologist L. S. Vygotsky. By offering mediation when individuals experience difficulties and carefu...

    (show all)

    Validating the Slovenian national alignment to CEFR: The case of the B2 reading comprehension examination in English
    Posted on 23 Dec 2014 at 1:30 am
    by Ilc, G., Stopar, A.

    The paper examines the results of the CEFR alignment project for the Slovenian national examinations in English. The authors aim to validate externally the standard-setting procedures by adopting a...

    (show all)

    The impact of CLIL on affective factors and vocabulary learning
    Posted on 22 Dec 2014 at 4:50 am
    by Heras, A., Lasagabaster, D.

    The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purpor...

    (show all)

    The role of word decoding, vocabulary knowledge and meta-cognitive knowledge in monolingual and bilingual low-achieving adolescents' reading comprehension
    Posted on 22 Dec 2014 at 2:54 am
    by Roel Steensel, Ron Oostdam, Amos Gelderen, Erik Schooten
    In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta-cognitive knowledge and reading comprehension in low-achieving adolescents and examined whether the st... (show all)