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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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Comparing Language Use in Oral Proficiency Interviews to Target Domains: Conversational, Academic, and Professional Discourse
Posted on 20 Mar 2017 at 8:56 pm
by SHELLEY STAPLES, GEOFFREY T. LAFLAIR, JESSE EGBERT
Oral Proficiency Interviews (OPIs) are widely used to measure speaking ability in a second or foreign language. The Michigan English Language Assessment Battery (MELAB) Speaking Test is an OPI used... (show all)

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    Comparing Language Use in Oral Proficiency Interviews to Target Domains: Conversational, Academic, and Professional Discourse
    Posted on 20 Mar 2017 at 8:56 pm
    by SHELLEY STAPLES, GEOFFREY T. LAFLAIR, JESSE EGBERT
    Oral Proficiency Interviews (OPIs) are widely used to measure speaking ability in a second or foreign language. The Michigan English Language Assessment Battery (MELAB) Speaking Test is an OPI used... (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)

    Investigating student exposure to competency-based education
    Posted on 20 Mar 2017 at 1:00 am
    by Sarah Ryan, Joshua D. Cox

    In recent years, most U.S. states have revised policy by providing schools at least some flexibility to move away from the Carnegie unit system, with its focus on credits and ?seat time,? toward co...

    (show all)

    Assessing Students in Human-to-Agent Settings to Inform Collaborative Problem-Solving Learning
    Posted on 6 Mar 2017 at 3:01 am
    by Yigal Rosen
    In order to understand potential applications of collaborative problem-solving (CPS) assessment tasks, it is necessary to examine empirically the multifaceted student performance that may be distri... (show all)

    Designs for Operationalizing Collaborative Problem Solving for Automated Assessment
    Posted on 6 Mar 2017 at 3:01 am
    by Claire Scoular, Esther Care, Friedrich W. Hesse
    Collaborative problem solving is a complex skill set that draws on social and cognitive factors. The construct remains in its infancy due to lack of empirical evidence that can be drawn upon for va... (show all)

    Modeling Data From Collaborative Assessments: Learning in Digital Interactive Social Networks
    Posted on 6 Mar 2017 at 3:01 am
    by Mark Wilson, Perman Gochyyev, Kathleen Scalise
    This article summarizes assessment of cognitive skills through collaborative tasks, using field test results from the Assessment and Teaching of 21st Century Skills (ATC21S) project. This project, ... (show all)

    Computational Psychometrics in Support of Collaborative Educational Assessments
    Posted on 6 Mar 2017 at 3:01 am
    by Alina A. von Davier

    Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge
    Posted on 9 Feb 2017 at 9:30 pm
    by Scott Kissau, Bob Algozzine
    Studies investigating teacher candidate performance on traditional assessments of content knowledge place emphasis on just one of many skills needed to be an effective foreign language teacher; the... (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)

    Can a Two-Question Test Be Reliable and Valid for Predicting Academic Outcomes?
    Posted on 20 Dec 2016 at 6:00 pm
    by Brent Bridgeman
    Scores on essay-based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from mul... (show all)

    A Process for Reviewing and Evaluating Generated Test Items
    Posted on 20 Dec 2016 at 6:00 pm
    by Mark J. Gierl, Hollis Lai
    Testing organization needs large numbers of high-quality items due to the proliferation of alternative test administration methods and modern test designs. But the current demand for items far exce... (show all)

    Within-High-School Versus Across-High-School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects
    Posted on 14 Dec 2016 at 9:20 pm
    by Jack W. Kostal, Paul R. Sackett, Nathan R. Kuncel, Philip T. Walmsley, Melissa S. Stemig
    Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. Howev... (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, 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...

    (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)

    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)

    EFL Test-Takers? Feedback on Integrated Speaking Assessment
    Posted on 25 Nov 2016 at 5:15 am
    by Heng-Tsung Danny Huang, Shao-Ting Alan Hung

    Chinese L2 Learners? Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
    Posted on 22 Nov 2016 at 11:00 am
    by Dongbo Zhang, Xuexue Yang
    Using a Chinese Word Associates Test (WAT-C), this study examined the vocabulary depth of second language learners of Chinese and its contribution to the learners? reading comprehension. Results sh... (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)

    The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students
    Posted on 4 Nov 2016 at 12:37 pm
    by Yoshiko Mori, Motoko Omori, Kumi Sato
    This study explored the pedagogical benefits of flipped online kanji (i.e., Chinese characters used in Japanese) instruction integrated into college-level introductory and intermediate Japanese lan... (show all)

    Assessment and Autonomy in Language Learning
    Posted on 28 Oct 2016 at 12:00 am
    by Ludwig C.
    <span class="paragraphSection"><strong>Assessment and Autonomy in Language Learning</strong>EverhardC. J. and MurphyL. (eds.) Palgrave Macmillan2015, 223 pp., 66/$95 isbn 978 1 137 41437 3</span>

    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)

    Reliability and Model Fit
    Posted on 25 Oct 2016 at 10:32 pm
    by Stanley, L. M., Edwards, M. C.

    The purpose of this article is to highlight the distinction between the reliability of test scores and the fit of psychometric measurement models, reminding readers why it is important to consider ...

    (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)