Cognitive diagnostic models (CDMs) have received much interest within the field of language testing over the last decade due to their great potential to provide diagnostic feedback to all stakeholders and ultimately improve language teaching and learning. A large number of studies have demonstrated the application of CDMs on advanced large-scale…

The study aimed to explore the effect of group dynamic assessment on word learning through lexical inferencing and to compare it to that of vocabulary enhancement exercises. Through purposive sampling, 45 intermediate EFL learners were selected as participants and randomly assigned to three groups. The participants read six texts over a 6-day…

Although much research has compared the functioning between analytic and holistic rating scales, little research has compared the functioning of binary rating scales with other types of rating scales. This quantitative study set out to preliminarily and comparatively validate binary and analytic rating scales intended for use in formative…

In recent years, continuing advances in technology have increased the capacity to automate the extraction of a range of linguistic features of texts and thus have provided the impetus for the substantial growth of corpus linguistics. While corpus linguistic tools and methods have been used extensively in second language learning research, they…

Lexical inferencing has not led to substantial vocabulary gains. In previous studies, the learners were not obliged by design to notice the unfamiliar words and static approaches to assessment were adopted. In this quasi-experimental study, we adopted dynamic assessment (DA) approach and took measures to ensure noticing of the new words. Through…

Two hypotheses were tested: Similarity between first language (L1) and second language (L2) orthographic processing facilitates L2-decoding efficiency; and L2-decoding efficiency contributes to word-meaning inference to different degrees among L2 learners with diverse L1 orthographic backgrounds. The participants were college-level English as a…

Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…

Speech act theory-based, second language pragmatics testing (SLPT) poses problems for validation due to a lack of correspondence with empirical conversational data. Since conversation analysis (CA) provides a richer and more accurate account of language behavior, it may be preferred as a basis for SLPT development. However, applying CA methodology…

Portfolios have been used in a variety of ways for assessing student work. In education, generally, and more specifically in second language education, portfolios have been associated with alternative assessment (Darling-Hammond, 1994; Hamayan, 1995; Shohamy, 1996; Wolf, Bixby, Glenn, & Gardener, 1991). This article defines "alternative…

Assessments in English that are constructed for native English speakers may not provide valid inferences about the achievement of English language learners (ELLs). The linguistic complexity of the test items that are not related to the content of the assessment may increase the measurement error, thus reducing the reliability of the assessment.…