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…

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…

Promoting diversity, equity, and inclusion (DEI) has become a unifying cause within applied linguistics. Whether highlighting the experiences of linguistically diverse learners across the social class spectrum or advocating for the inclusion of marginalized populations in research, researchers within the subfields of applied linguistics have…

Although Diagnostic Classification Models (DCMs) were introduced to education system decades ago, it seems that these models were not employed for the original aims upon which they had been designed. Using DCMs has been mostly common in analyzing large-scale non-diagnostic tests and these models have been rarely used in developing Cognitive…

Knowledge tracing is a popular and successful approach to modeling student learning. In this paper we investigate whether the addition of neuroimaging observations to a knowledge tracing model enables accurate prediction of memory performance in held-out data. We propose a Hidden Markov Model of memory acquisition related to Bayesian Knowledge…

One of the most critical steps in the test development process is defining the construct, or the knowledge, skills, or abilities, to be assessed. This foundational step provides the basis for initial assumptions about the meaning of test scores and serves as a reference for subsequent validity research. In this paper, we describe the purpose of…

This article proposes a new typology of "inward- and outward-oriented" higher education (HE) internationalization based on the spread of innovations that involve knowledge, culture, HE models, and norms. It reviews existing typologies related to HE internationalization; discusses theories of world system, soft power, and knowledge…

The authors illustrate models and procedures that can be applied to calculate overall composite scores in order to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one or more domain scores on the Assessing Comprehension and…

This academic article is aiming at creating a reading comprehension lesson with a new paradigm called the P3C2R+GIRD model developed by a 9-year-experience author in teaching English reading skill who always found that one of the problems of EFL students in learning English language is the lack of reading comprehension which is an important skill…

This article reports on two presentations from the TCCRISLS 2014 which address a newly emerging area of inquiry--the interface between (LOA) and large-scale summative assessments. The surveyed papers propose that LOA should be introduced into summative testing to help test-takers to demonstrate their best performance. This article also makes links…

Currently, a growing number of teaching approaches focus on aspects of variation in language (e.g. English as a Lingua Franca (ELF), World Englishes, English for Specific Purposes (ESP), genre theories, etc.); however, each of these approaches tends to focus on particular (specific) aspects of language variation and do not fully account for the…

Standard setting theory has largely developed with reference to a typical situation, determining a level or levels of performance for one exam for one context. However, standard setting is now being used with international reference frameworks, where some parameters and assumptions of classical standard setting do not hold. We consider the…

Diagnostic classification models (aka cognitive or skills diagnosis models) have shown great promise for evaluating mastery on a multidimensional profile of skills as assessed through examinee responses, but continued development and application of these models has been hindered by a lack of readily available software. In this article we…

In this interview, JD Brown reflects on language testing/assessment. He suggests that language testing can be seen as a continuum with hard core positivist approaches at one end and post modernist interpretive perspectives at the other, and also argues that norm referencing (be it proficiency, placement, or aptitude testing) and criterion…

This article describes how a course based on the concept of English for specific academic purposes (ESAP) was transformed into content and language integrated learning (CLIL) at a trilingual university where English serves as a lingua franca and medium of instruction, due to the application of a task-based communicative approach. The article…