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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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When Can We Improve Subscores by Making Them Shorter?: The Case Against Subscores with Overlapping Items
Posted on 22 Sep 2014 at 9:45 pm
by Richard A. Feinberg, Howard Wainer
Subscores can be of diagnostic value for tests that cover multiple underlying traits. Some items require knowledge or ability that spans more than a single trait. It is thus natural for such items ... (show all)

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    When Can We Improve Subscores by Making Them Shorter?: The Case Against Subscores with Overlapping Items
    Posted on 22 Sep 2014 at 9:45 pm
    by Richard A. Feinberg, Howard Wainer
    Subscores can be of diagnostic value for tests that cover multiple underlying traits. Some items require knowledge or ability that spans more than a single trait. It is thus natural for such items ... (show all)

    Vocabulary learning in collaborative tasks: A comparison of pair and small group work
    Posted on 18 Sep 2014 at 5:08 am
    by Dobao, A. F.

    This study examined the opportunities that pair and small group interaction offer for collaborative dialogue and second language (L2) vocabulary learning. It compared the performance of the same co...

    (show all)

    Tracking 'learning behaviours' in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English
    Posted on 18 Sep 2014 at 5:08 am
    by Shintani, N., Ellis, R.

    The purpose of this article is to examine both the process and product of vocabulary learning in a task-based instructional context. The article reports a study that investigated the acquisition of...

    (show all)

    The multi-feature hypothesis: Connectionist guidelines for L2 task design
    Posted on 18 Sep 2014 at 5:08 am
    by Moonen, M., de Graaff, R., Westhoff, G., Brekelmans, M.

    This study focuses on the effects of task type on the retention and ease of activation of second language (L2) vocabulary, based on the multi-feature hypothesis (Moonen, De Graaff, & Westhoff, 2006...

    (show all)

    Gauging Item Alignment Through Online Systems While Controlling for Rater Effects
    Posted on 11 Sep 2014 at 9:47 pm
    by D. Anderson, P. S. Irvin, J. Alonzo, G. A. Tindal
    The alignment of test items to content standards is critical to the validity of decisions made from standards-based tests. Generally, alignment is determined based on judgments made by a panel of c... (show all)

    Connecting with teachers: the case for language teaching research in the social sciences
    Posted on 10 Sep 2014 at 9:17 am
    by Kiely, R.

    Paul Stapleton’s assessment of the current state of language teaching research (LTR) raises important issues. However, his proposal that social science research approaches in ELT have failed, and t...

    (show all)

    Moving beyond accuracy: from tests of English to tests of 'Englishing'
    Posted on 10 Sep 2014 at 9:17 am
    by Hall, C. J.

    This article examines how English is conceptualized in the domain of testing, and particularly the tendency to identify the concepts of ‘standard English’ and ‘native English’ with ‘the language it...

    (show all)

    The Influences of Linguistic Demand and Cultural Loading on Cognitive Test Scores
    Posted on 8 Sep 2014 at 5:54 am
    by Cormier, D. C., McGrew, K. S., Ysseldyke, J. E.

    The increasing diversity of the U.S. population has resulted in increased concerns about the psychological assessment of students from culturally and linguistically diverse backgrounds. To date, li...

    (show all)

    Validity of the Internet Addiction Test for Adolescents and Older Children (IAT-A): Tests of Measurement Invariance and Latent Mean Differences
    Posted on 8 Sep 2014 at 5:54 am
    by Teo, T., Kam, C.

    Following the call to ensure the validity of instruments used to assess users’ level of Internet usage, this study examined the factor structure of the Internet Addiction Test–Adolescence version (...

    (show all)

    Much More Than Age
    Posted on 5 Sep 2014 at 7:33 am
    by Kinsella, C., Singleton, D.

    The study reported in this article investigated the proficiency in French of a group of anglophone adult L2 learners of the language, all of whom reported passing regularly for native speakers of F...

    (show all)

    Interactional Competence and the Development of Alignment Activity
    Posted on 4 Sep 2014 at 9:07 am
    by Abby Dings
    Based on qualitative analysis of conversational interactions collected over the course of a Spanish language learner's academic year abroad, this article explores the development of interactional r... (show all)

    On the Factorial Structure of the SAT and Implications for Next-Generation College Readiness Assessments
    Posted on 1 Sep 2014 at 3:12 am
    by Wiley, E. W., Shavelson, R. J., Kurpius, A. A.

    The name "SAT" has become synonymous with college admissions testing; it has been dubbed "the gold standard." Numerous studies on its reliability and predictive validity show that the SAT predicts ...

    (show all)

    Examining Student Factors in Sources of Setting Accommodation DIF
    Posted on 1 Sep 2014 at 3:12 am
    by Lin, P.-Y., Lin, Y.-C.

    This exploratory study investigated potential sources of setting accommodation resulting in differential item functioning (DIF) on math and reading assessments for examinees with varied learning ch...

    (show all)

    Detection of Invalid Test Scores: The Usefulness of Simple Nonparametric Statistics
    Posted on 28 Aug 2014 at 4:04 am
    by Jorge N. Tendeiro, Rob R. Meijer
    In recent guidelines for fair educational testing it is advised to check the validity of individual test scores through the use of person-fit statistics. For practitioners it is unclear on the basi... (show all)

    The Reliability of Linear Gain Scores as Measures of Student Growth at the Classroom Level in the Presence of Measurement Bias and Student Tracking
    Posted on 27 Aug 2014 at 5:35 am
    by Culpepper, S. A.

    The evaluation of teachers’ performance in the classroom is an important application of educational testing and psychometrics. School districts are using gain scores, such as the average difference...

    (show all)

    Stratified Item Selection and Exposure Control in Unidimensional Adaptive Testing in the Presence of Two-Dimensional Data
    Posted on 27 Aug 2014 at 5:35 am
    by Kalinowski, K. E., Natesan, P., Henson, R. K.

    It is not uncommon to use unidimensional item response theory models to estimate ability in multidimensional data with computerized adaptive testing (CAT). The current Monte Carlo study investigate...

    (show all)

    The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment
    Posted on 22 Aug 2014 at 10:26 am
    by Grossman, P., Cohen, J., Ronfeldt, M., Brown, L.

    In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests a...

    (show all)

    A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards
    Posted on 22 Aug 2014 at 8:20 am
    by Robert J. Mislevy, Richard P. Durán
    Subject-area standards such as Common Core State Standards for Language Arts and Mathematics and Next Generation Science Standards offer deeper, richer views of subject-area proficiency. In science... (show all)

    Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards-Based Reform
    Posted on 22 Aug 2014 at 8:20 am
    by Nelson Flores, Jamie L. Schissel
    Standards-based reforms in many Anglophone nations have been informed by monoglossic language ideologies that marginalize the dynamic bilingualism of emergent bilinguals. Recent developments in app... (show all)

    The Role of Language Learning Progressions in Improved Instruction and Assessment of English Language Learners
    Posted on 22 Aug 2014 at 8:20 am
    by Alison L. Bailey, Margaret Heritage
    This article addresses theoretical and empirical issues relevant for the development and evaluation of language learning progressions. The authors explore how learning progressions aligned with new... (show all)

    Symposium: Language Assessment in Standards-Based Education Reform
    Posted on 22 Aug 2014 at 8:20 am
    by Kate Menken, Thom Hudson, Constant Leung
    This symposium article, to which three authors contribute distinct parts, presents the rationale for standards-based language assessment and examines both the uses and misuses of language assessmen... (show all)

    Interrogating the construct of aviation English: Feedback from test takers in Korea
    Posted on 22 Aug 2014 at 12:22 am
    by Kim, H., Elder, C.

    This paper explores the underlying construct of both the English proficiency test for pilot and air traffic controller radiotelephony communication developed and administered in Korea and the ICAO ...

    (show all)

    Coming to terms with innovative high-stakes assessment practice: Teachers' viewpoints on assessment reform
    Posted on 14 Aug 2014 at 1:15 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)

    Peer Effects in Urban Schools: Assessing the Impact of Classroom Composition on Student Achievement
    Posted on 13 Aug 2014 at 1:02 am
    by Gottfried, M. A.

    This study evaluates the effects of classroom peers on standardized testing achievement for all third- and fourth-grade students in the Philadelphia School District over 6 school years. With a comp...

    (show all)

    A Closer Look at the Psychometric Properties of the Revised Children's Manifest Anxiety Scale-Second Edition Among U.S. Elementary and Secondary School Students
    Posted on 12 Aug 2014 at 5:11 am
    by Lowe, P. A.

    The psychometric properties of the Revised Children’s Manifest Anxiety Scale–Second Edition (RCMAS-2) were examined in a sample of 1,003 U.S. elementary and secondary students in Grades 2 to 12. Co...

    (show all)

    Erratum
    Posted on 12 Aug 2014 at 5:11 am

    M. Zoghi & M. Alivandivafa (2014). EFL Reading Anxiety Inventory (EFLRAI): Factorial Validity and Reliability. Journal of Psychoeducational Assessment, 32: 318-329. Original DOI: 10.1177/0734282913...

    (show all)

    Test Review: Classroom Assessment Scoring System Manual: Toddler
    Posted on 12 Aug 2014 at 5:11 am
    by Rodriguez, B. J., Garza, S.

    Mismatch: Globalization and Native Speaker Models of Linguistic Competence
    Posted on 6 Aug 2014 at 4:29 am
    by Hodgson, K. M.

    Although the paradigm shift towards English as an International Language (EIL) has been generally accepted within the academic community, a valorization of native speaker norms continues to be prev...

    (show all)

    Computerized Adaptive Testing for the Random Weights Linear Logistic Test Model
    Posted on 5 Aug 2014 at 5:58 am
    by Crabbe, M., Vandebroek, M.

    This article discusses four-item selection rules to design efficient individualized tests for the random weights linear logistic test model (RWLLTM): minimum posterior-weighted ...

    (show all)

    Language ability of young English language learners: Definition, configuration, and implications
    Posted on 4 Aug 2014 at 1:20 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)