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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
Yan Jin; Jason Fan – Language Assessment Quarterly, 2023
In language assessment, AI technology has been incorporated in task design, assessment delivery, automated scoring of performance-based tasks, score reporting, and provision of feedback. AI technology is also used for collecting and analyzing performance data in language assessment validation. Research has been conducted to investigate the…
Descriptors: Language Tests, Artificial Intelligence, Computer Assisted Testing, Test Format
Kremmel, Benjamin; Harding, Luke – Language Assessment Quarterly, 2020
While scholars have proposed different models of language assessment literacy (LAL), these models have mostly comprised prescribed sets of components based on principles of good practice. As such, these models remain theoretical in nature, and represent the perspectives of language assessment researchers rather than stakeholders themselves. The…
Descriptors: Assessment Literacy, Language Tests, Stakeholders, Online Surveys
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)
Chong, Sin Wang – Language Assessment Quarterly, 2018
Classroom assessment has always been an indispensible and integral part of any curriculum. In particular, assessment plays the role of reporting students' learning summatively (assessment of learning), providing diagnostic and formative information for teachers to inform their instruction (assessment for learning); more recently, Earl (2013)…
Descriptors: Student Evaluation, Models, Written Language, Feedback (Response)
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
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
Chen, Huilin; Chen, Jinsong – Language Assessment Quarterly, 2016
Cognitive diagnosis models (CDMs) are psychometric models developed mainly to assess examinees' specific strengths and weaknesses in a set of skills or attributes within a domain. By adopting the Generalized-DINA model framework, the recently developed general modeling framework, we attempted to retrofit the PISA reading assessments, a…
Descriptors: Reading Tests, Diagnostic Tests, Models, Test Items
Zumbo, Bruno D.; Liu, Yan; Wu, Amery D.; Shear, Benjamin R.; Olvera Astivia, Oscar L.; Ark, Tavinder K. – Language Assessment Quarterly, 2015
Methods for detecting differential item functioning (DIF) and item bias are typically used in the process of item analysis when developing new measures; adapting existing measures for different populations, languages, or cultures; or more generally validating test score inferences. In 2007 in "Language Assessment Quarterly," Zumbo…
Descriptors: Test Bias, Test Items, Holistic Approach, Models
Harding, Luke – Language Assessment Quarterly, 2014
This article discusses a range of current issues and future research possibilities in Communicative Language Testing (CLT) using, as its departure point, the key questions which emerged during the CLT symposium at the 2010 Language Testing Forum. The article begins with a summary of the 2010 symposium discussion in which three main issues related…
Descriptors: Language Tests, Language Research, Evaluation Research, Communicative Competence (Languages)
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
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
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
Lee, Yong-Won; Sawaki, Yasuyo – Language Assessment Quarterly, 2010
This article presents the authors' response on the two commentators' (Fred Davidson and Charles Alderson) reviews of the 2009 Special Issue of "Language Assessment Quarterly" on "Cognitive Diagnosis and Q-matrices in Language Assessment." The Special Issue represents several years of research work on cognitive diagnosis approaches (CDA) carried…
Descriptors: Language Tests, Language Teachers, English (Second Language), Content Analysis
Sawaki, Yasuyo; Kim, Hae-Jin; Gentile, Claudia – Language Assessment Quarterly, 2010
This article presents the authors' response to the insightful comments provided by Charles Alderson and Fred Davidson regarding their article entitled "Q-matrix construction: Defining the link between constructs and test items in large-scale reading and listening comprehension assessments" (Sawaki, Kim, & Gentile, 2009). Many issues raised by both…
Descriptors: Reading Comprehension, Listening Comprehension, Test Items, Measures (Individuals)
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