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Huilin Chen; Zhiqing Lin; Qipeng Chen; Peida Zhan – Language Assessment Quarterly, 2025
Because of the need to provide fine-grained longitudinal diagnostic feedback, longitudinal cognitive diagnosis is an emerging approach that integrates cross-sectional cognitive diagnosis models (CDM) with longitudinal data analysis techniques. By adopting the generalized longitudinal higher-order log-linear CDM, this study attempted to track the…
Descriptors: Longitudinal Studies, Diagnostic Tests, Clinical Diagnosis, Reading Skills
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Chen, Huilin; Cai, Yuyang; de la Torre, Jimmy – Language Assessment Quarterly, 2023
This study uses a cognitive diagnosis model (CDM) approach to investigate the associations among specific L2 reading subskills. Participants include 1,203 Year-4 English major college students randomly selected from the nationwide test takers of Band 8 of Test for English Majors (TEM8), a large-scale English proficiency test for senior English…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Majors (Students)
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Min, Shangchao; Cai, Hongwen; He, Lianzhen – Language Assessment Quarterly, 2022
The present study examined the performance of the bi-factor multidimensional item response theory (MIRT) model and higher-order (HO) cognitive diagnostic models (CDM) in providing diagnostic information and general ability estimation simultaneously in a listening test. The data used were 1,611 examinees' item-level responses to an in-house EFL…
Descriptors: Listening Comprehension Tests, English (Second Language), Second Language Learning, Foreign Countries
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Hashimoto, Brett James – Language Assessment Quarterly, 2021
Modern vocabulary size tests are generally based on the notion that the more frequent a word is in a language, the more likely a learner will know that word. However, this assumption has been seldom questioned in the literature concerning vocabulary size tests. Using the Vocabulary of American-English Size Test (VAST) based on the Corpus of…
Descriptors: Word Frequency, Vocabulary Development, Second Language Learning, Second Language Instruction
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Huang, Heng-Tsung Danny; Hung, Shao-Ting Alan; Hong, He-Ting Vivian – Language Assessment Quarterly, 2016
This study explored the relationships among language proficiency, two selected test-taker characteristics (i.e., topical knowledge and anxiety), and integrated speaking test performance. Data collection capitalized on three sets of instruments: three integrated tasks derived from TOEFL-iBT preparation materials, the state anxiety inventory created…
Descriptors: Oral Language, Language Tests, Path Analysis, Test Anxiety
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Denies, Katrijn; Janssen, Rianne – Language Assessment Quarterly, 2016
This study discusses the self-assessments of over 22,500 students on a set of 12 can-do statements that are taken from the Common European Framework of Reference (CEFR). The students' endorsement or negation of the statements reflects their sense of self-efficacy in English reading, writing, and listening. Their self-efficacy beliefs are compared…
Descriptors: Gender Differences, English (Second Language), Second Language Learning, Correlation
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Murray, Neil – Language Assessment Quarterly, 2014
The growing number of students from increasingly diverse backgrounds--both English speaking and non-English speaking--entering English-medium institutions of higher education has put unprecedented pressure on universities to think creatively about efficient and cost-effective ways of identifying students at risk linguistically. Having done so,…
Descriptors: Language Tests, English (Second Language), Second Language Learning, Models
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Lee, Yong-Won; Sawaki, Yasuyo – Language Assessment Quarterly, 2009
The present study investigated the functioning of three psychometric models for cognitive diagnosis--the general diagnostic model, the fusion model, and latent class analysis--when applied to large-scale English as a second language listening and reading comprehension assessments. Data used in this study were scored item responses and incidence…
Descriptors: Reading Comprehension, Field Tests, Identification, Classification
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Shih, Chih-Min – Language Assessment Quarterly, 2010
Within the context of Taiwan, where growing numbers of universities seek teaching excellence and better English learning outcomes, passing a designated English test has been imposed on thousands of university students as one of their degree requirements. This educational policy has become feasible only after the debut of the indigenous General…
Descriptors: Reading Tests, Language Tests, Degree Requirements, Achievement Tests
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Phakiti, Aek – Language Assessment Quarterly, 2008
This article reports on an empirical study that tests a fourth-order factor model of strategic competence through the use of structural equation modeling (SEM). The study examines the hierarchical relationship of strategic competence to (a) strategic knowledge of cognitive and metacognitive strategy use in general (i.e., trait) and (b) strategic…
Descriptors: Structural Equation Models, Reading Achievement, Reading Tests, Learning Strategies
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Leung, Constant – Language Assessment Quarterly, 2004
Classroom-based formative assessment by teachers has received a good deal of renewed scholarly and policy interest. The overall aim of this article is to foreground some of the key constitutive issues in this approach to teacher assessment and to suggest possible ways of conceptualizing key epistemological and empirical questions. This discussion…
Descriptors: Research and Development, Formative Evaluation, English (Second Language), Teaching Methods
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Fox, Janna – Language Assessment Quarterly, 2004
In response to the American Association of Applied Linguistics' presentation of the Distinguished Scholarship and Service Award for extraordinary contributions to the fields of language learning, teaching, and testing in May 2004, Merrill Swain described her own work as "moving in cycles of research, theory and practice." These "spirals" ("cycles…
Descriptors: Feedback (Response), Immersion Programs, Applied Linguistics, Bilingual Education