This paper reports on the process of developing an original framework for conceptualising and measuring language learner well-being within the context of heritage language (HL) learning. Drawing on a quantitative validation study with 545 young Chinese heritage language (CHL) learners, aged 7-18, in the UK, this paper presents an empirically…

This study aimed to adapt the Plurilingual and Pluricultural Competence scale (PPC) to the Russian-speaking population and to assess its psychometric properties. Five hundred and sixty-four undergraduate students from Western, Central, and Caucasian regions of Russia and Kazakhstan participated in the study. Internal consistency, factorial,…

Background: This study investigated the scoring and criterion-related validity of the TEAP, a newly developed Test of English for Academic Purposes. In this study, scoring validity was examined by investigating the factor structure, while criterion-related validity was examined by first investigating the longitudinal change of test takers'…

This study evaluated the validity of the Michigan English Test (MET) Listening Section by investigating its underlying factor structure and the replicability of its factor structure across multiple test forms. Data from 3255 test takers across four forms of the MET Listening Section were used. To investigate the factor structure, each form was…

Theories of reading and writing development suggest that the factor structure of achievement batteries could change across development. As a result, it is important to test achievement batteries for invariance across development. The purpose of these analyses is to determine whether the factor structure of reading, writing, and oral language…

Purpose: The present study investigated the domain-specificity of language mindset with a focus on foreign language (L2) reading mindset. We further examined whether L2 reading mindset could predict several L2 reading-specific outcomes, including L2 reading achievement and L2 reading emotions above and beyond general language mindset.…

Rasch testlet and bifactor models are two measurement models that could deal with local item dependency (LID) in assessing the dimensionality of reading comprehension testlets. This study aimed to apply the measurement models to real item response data of the Iranian EFL reading comprehension tests and compare the validity of the bifactor models…

Background: A critical issue in International English Language Testing System (IELTS) lies in the significance of the validity of IELTS listening comprehension test (hereafter IELTS LCM). However IELTS listening validity has been investigated, it has not been investigated with reference to multiple sources of evidence regarding item internal…

Inferencing skills uniquely contribute to the reading comprehension skills of older grade-school and college students. Evidence also suggests that children's reading component skills, such as decoding and language comprehension, differentially contribute to various reading comprehension assessments. However, additional research is needed to…

Critical language assessment (CLA) has been addressed in numerous studies. However, the majority of the studies have overlooked the need for a practical framework to measure the CLA dimension of teachers' language assessment literacy (LAL). This gap prompted us to develop and validate a critical language assessment literacy (CLAL) scale to further…

In this study we investigated the internal factor structure of a large-scale K--12 assessment of English language proficiency (ELP) using samples of fourth- and eighth-grade English learners (ELs) in one state. While U.S. schools are mandated to measure students' ELP in four language domains (listening, reading, speaking, and writing), some ELP…

In this study, we assessed the invariance in the factor structure underlying English-language proficiency for two groups of adolescent learners in Japan: students in middle school (ages 13-15 years) and students in high school (ages 16-18 years). Language proficiency was measured using the "TOEFL Junior"® Comprehensive test, an…

Purpose: The purpose of this study was (a) to examine the underlying components or factor structure of the Bilingual English-Spanish Assessment (BESA; Peña, Gutiérrez-Clellen, Iglesias, Goldstein, & Bedore, 2014) sentence repetition task and (b) to examine the relationship between Spanish-English speaking children's sentence repetition and…

Norm-referenced error analysis is useful for understanding individual differences in students' academic skill development and for identifying areas of skill strength and weakness. The purpose of the present study was to identify underlying connections between error categories across five language and math subtests of the Kaufman Test of…

Purpose: The validity of any performance assessment depends substantially on the rating scale used in the assessment procedure. It delineates the theoretical construct being measured and influences how performances are judged and interpreted. This study examined the factorial validity and invariance of the rating scale used for the assessment of…