This study examines a 30-item Spanish elicited imitation task (EIT) as a measure of global language proficiency for heritage language (HL) learners of Spanish. Results from Rasch modeling suggest that, while EIT scores demonstrated excellent reliability, the ability of much of the HL sample far exceeded the difficulty of the items. Differential…

In signal detection rater models for constructed response (CR) scoring, it is assumed that raters discriminate equally well between different latent classes defined by the scoring rubric. An extended model that relaxes this assumption is introduced; the model recognizes that a rater may not discriminate equally well between some of the scoring…

This study presents a comparative analysis of classical reliability measures, including Cronbach's alpha, test-retest, and parallel forms reliability, alongside modern psychometric methods such as the Rasch model and Mokken scaling, to evaluate the reliability of C-tests in language proficiency assessment. Utilizing data from 150 participants…

Purpose: Vocabulary skills in children are typically measured with norm-referenced assessments of receptive and expressive vocabulary. Language sample analysis is an alternative method of examining vocabulary actually produced in communicative events and may be better suited to exposing subtle vocabulary weaknesses. Here, we examine the…

Purpose: The lack of appropriate assessments affects populations presumed to be most at risk for speech and language concerns, one of them being children with a history of preterm birth. This study aims to examine whether cultural bias is present in two currently available language tests for Black children under 3 years of age: the Communication…

Several high-stakes English proficiency tests including but not limited to IELTS, PTE Academic, and TOEFL iBT recommend a 2-year time limit on validity for score usage. Although this timeframe provides a useful rule-of-thumb for the recency of testing, it can have far-reaching consequences. In response to stakeholder queries around IELTS validity…

We describe the development and initial validation of the "ASL Fingerspelling and Number Comprehension Test" (ASL FaN-CT), a test of recognition proficiency for fingerspelled words in American Sign Language (ASL). Despite the relative frequency of fingerspelling in ASL discourse, learners commonly struggle to produce and perceive…

This study delves into writing scores in both tests, aiming to uncover the reasons behind score differences. Through comprehensive comparative analysis, this research explores scoring patterns, criteria, and score distributions in IELTS and PTE writing sections. It investigates sources of score variation, including task design, rating criteria,…

Plurilingual competence or repertoire of languages refers to all individuals being potentially plurilingual. As plurilingual competence and language repertoires are individual, assessment modes targeted to the individual and localized to the context should be encouraged. This study explored and depicted the plurilingual profile of Italian Studies…

People are often asked to self-evaluate their abilities, and these evaluations may not always reflect objective reality. Here, we investigated this issue for bilingual adults' self-evaluations of language proficiency and usage. We specifically examined how people's self-reported language solidarity impacted their first- (L1) and second-language…

Vocabulary knowledge plays an important role in language learning and language proficiency, but it is difficult to know how much of a role it plays without appropriate vocabulary measures. In this article, we first discuss learner vocabulary in our research on Korean as a second/foreign language. Unable to find appropriate measures for receptive…

This study explores the relationship between English Learners (ELs) in the Texas school system and their outcomes on the State of Texas Assessments of Academic Readiness (STAAR) tests and the Texas English Language Proficiency Assessment System (TELPAS). Schumann's Acculturation Model and Krashen's Input Hypothesis were used as theoretical…

Stakeholders in exam-driven countries are responsible for developing test-related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed-methods study explored the required LAL competencies among two groups…

Children's early language development is under the influence of several positive and negative factors including television as an input source and family's socio-economic status. Considering that, this study investigated the effects of these variables on children's vocabulary development using a quasi-experimental design. To this end, 60 Iranian…

A large number of children are exposed to more than one language. One well-established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early…