Short-form development is an important topic in psychometric research, which requires researchers to face methodological choices at different steps. The statistical techniques traditionally used for shortening tests, which belong to the so-called exploratory model, make assumptions not always verified in psychological data. This article proposes a…

Numerous primary studies and a recent meta-analytic confirmatory factor analysis (Meta-CFA; Said-Metwaly, Fernández-Castilla, Kyndt, & Van den Noortgate, 2018) have shown that Torrance Tests of Creative Thinking -- Figural (TTCT-F) consists of two factors. However, recent research has raised questions regarding factor analysis of the TTCT-F…

Most business schools require students to take at least one technical Management Information System (MIS) course. Due to the technical nature of the material, the course and the assessments tend to be anxiety inducing. With over three out of every five students in US colleges suffering from "overwhelming anxiety" in some form, we study…

The aim of this study is to develop a valid and reliable measurement tool that measures critical thinking skills of university students. Pamukkale Critical Thinking Skills Scale was developed as two separate forms; multiple choice and open-ended. The validity and reliability studies of the multiple-choice form were constructed on two different…

The aim of this study was to validate the structure of the "FIT-Choice scale" on a Serbian sample of pre-service teachers, as well as to determine the motivations and beliefs about the teaching profession, and test if motivation differs across different groups of pre-service teachers. After prospective class and subject teachers…

This article draws on argument-based validation to gather and evaluate construct-related evidence (i.e., the explanation inference) of a high-stakes test. The data stemmed from the listening component of a French test used for immigration to Canada through the province of Quebec. An expert panel with varied backgrounds in applied linguistics…

Nonverbal behavior is essential in human interaction (Gullberg, de Bot, & Volterra, 2008; McNeill, 1992, 2005). For second language speakers, nonverbal features can be helpful for successful and efficient communication (e.g., Dahl & Ludvigsen, 2014). However, due to the complexity of nonverbal features, language testing institutions have…

Derivational morphology (DM) and how it can be assessed have been investigated relatively rarely in language learning and testing research. The goal of this study is to add to the understanding of the nature of DM knowledge, exploring whether and how it is separable from vocabulary breadth. Eight L2 (second or foreign language) English DM…

This article presents a review of research that has investigated ways of measuring implicit and explicit knowledge of a second language (L2), focusing on grammar. It begins by defining implicit and explicit knowledge in terms of a distinguishing set of criteria. Two ways of investigating implicit knowledge are discussed -- through experimental…

Speech fluency has been extensively researched as a core construct for second language (L2) speaking assessment. Despite the broad consensus on its multifaceted nature, few researchers have empirically explored the dimensionality of this construct. Operationalizations of fluency vary across research and practice, using both holistic and…

Vocabulary researchers have started expanding their assessment toolbox by incorporating timed tasks and psycholinguistic instruments (e.g., priming tasks) to gain insights into lexical development (e.g., Elgort, 2011; Godfroid, 2020b; Nakata & Elgort, 2020; Vandenberghe et al., 2021). These timed sensitive and implicit word measures differ…

For young Spanish-speaking children entering U. S. schools, it is imperative that educators foster growth in the home language and in the language of instruction to the fullest extent possible. Monitoring language development over time is crucial for promoting language development because it allows educators to individualize student instruction.…

Studies have shown that language assessment literacy (LAL) is important for language teachers since they make important classroom decisions to improve student learning based on their assessment. However, some studies have shown that teachers need more knowledge and skills in assessment. Teachers also seem unconfident in assessing their students…