 | Eunice Jang phone: (416) 978-0238 email: eun.jang@utoronto.ca | |
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Academic History Ph.D. Educational Psychology, University of Illinois at Urbana Champaign Research Overview Dr. Jang is an Associate Professor in the Department of Applied Psychology and Human Development. Dr. Jang’s research has focused on educational assessment and measurement issues in general. More specifically, she is interested in validity issues in cognitive diagnostic assessment, fairness and equity issues in testing, achievement gaps among students from diverse backgrounds, and using diagnostic feedback for teaching and learning. Dr. Jang is also keen on epistemological issues surrounding human inquiry approaches in social sciences and education. Dr. Jang is recipient of the 2006 Jacqueline Ross TOEFL Dissertation Award, the Education Alumni Association Outstanding Student Medal, the Tatsuoka Measurement Award, the 2003 IELTS Best MA Dissertation Award, and the Katharine Aston Award for Outstanding Thesis. Dr. Jang has received various grants from Ontario Ministry of Education, OISE/UT, Educational Testing Service, and Social Sciences and Humanities Research Council of Canada (SSHRC). Over the past five years, she has led (with Dr. Jim Cummins) multi-round validation studies for new language assessment continua, “Steps Toward English Proficiency.” STEP consists of 12 scales of language proficiency descriptors over six proficiency levels and is intended to serve teachers to assess and track all English language learners’ language development in Ontario schools. Dr. Jang's SSHRC research examines elementary school students' literacy skill profiles through cognitive diagnostic modeling. She is also exploring technology-rich assessment environments that provide formative diagnostic feedback loops. She also collaborates with a number of researchers on a SSHRC Partnership Grant-funded project to develop and validate technology-rich learning environments. Teaching Overview Dr. Jang has taught the following courses at OISE: HDP 3238 Assessing School-Aged Language Learners HDP 3202 A Foundation of Program Evaluation in Social Sciences HDP 3228 Mixed Methods Research Design in Social Sciences HDP 3238 Designing and Validating Educational and Cognitively Diagnostic Assessment CTL 1041 Research Methods in Education CTL 1799 Contemporary Issues and Practice in Educational Assessment CTL 1842 Mixed Methods Research in Education CTL1999 Applied Data Analysis and Synthesis EDU5524 ESL Across Curriculum Professional Activities Dr. Jang's invited lectures in 2011 include: Jang, E. E. (2011, September). Strengthening educational scholarship through pushing boundaries. A paper presented at the International Symposium, Defining Empirical Education Research, Vienna, Austria. Jang, E. E. (2011, July). A democratic approach to validating Steps to English Proficiency. A keynote presentation at ALTE 4th International Conference, Krakow, Poland. Jang, E. E. (2011, April). Evolution and validation of Steps to English Proficiency. Presented at the Peel District School Board Professional Development Workshop, Supporting English Language Learners’ Transition: ELL Policy and Program Implementation Project, Ontario, Canada. Jang, E. E. (2011, April). Introduction of Ontario Institute for Studies in Education, Paper presented at the KICE International Symposium, Seoul, Korea. Jang, E. E. (2011, April). K-12 Educational system, curriculum, and accountability in Canada: The case of Ontario education. Paper presented at the KICE International Symposium, Seoul, Korea. Her professional community service includes: 2011-present Member, TOEFL Committee of Examiners, Educational Testing Service 2011-present Member, Editorial Advisory Board for Educational Measurement: Issues and Practice (EMIP) 2011 Adjudication Committee for SSHRC Insight Development Grants 2010-present Member, Supporting ELL Advisory Committee, Ontario Ministry of Education 2010 OECD Evaluation of Denmark Student Assessment Framework 2008-present Editorial Advisory Board, Journal of Language Assessment Quarterly 2006-present EQAO Assessment Advisory Committee 2008 2009 Jacqueline Ross TOEFL Dissertation Award Committee, ETS 2008, 2010 International Language Testing Association Nominating Committee 2007 AERA Significant Research Contributions Award Committee 2006 OISE delegate for 2006 EQAO Symposium 2006 OISE faculty representative for Kelly Student Evaluation Conference 2004-2005 International Advisory Committee, International Program, University of Illinois 2003-2005 Carnegie Foundation Initiative on the Doctorate Planning Committee, University of Illinois Representative Publications
Year: 2012 Role: Co-Investigator Grantor: SSHRC Partnership Grant Purpose: Learning Environments Across Disciplines (LEADS): Supporting Technology Rich Learning across Disciplines Amount: $2,432,935 Year: 2011 Role: Principal Investigator with Co-PI Dr. Shelley Stagg Peterson Grantor: Federation of Libraries Association Purpose: Impact of the Every Child Ready to Read Program on Early Literacy Development and Family Literacy Interactions Amount: $36,171 Year: 2011 Role: Co-PI Grantor: OISE Research Development Grant Purpose: Pedagogy and Assessment for ELL and Aboriginal Children’s Early Literacy and Oral Language Development Through Play in Kindergarten Classrooms Amount: $10,000 Year: 2010 Role: PI Grantor: Ontario Ministry of Education Purpose: Empirical Calibration and Validation of the STEP Proficiency Descriptor Scales Amount: $107,800 Year: 2010 Role: Co-Investigator Grantor: SSHRC MCRI Purpose: Grant Development: Technology Rich Learning Environments: Supporting Learning Across Disciplines Amount: $20,000 Year: 2010 Role: Collaborator Grantor: Social Sciences and Humanities Research Council Purpose: Can Schools Operate as Knowledge-Creating Communities? A Multi-Nation Investigation Amount: $74,922 Year: 2010 Role: PI Grantor: SSHRC Institutional Grant Purpose: Supporting Learning Through Technology Rich Assessment Environments Amount: $2,310 Year: 2009 Role: Principal Investigator Grantor: Social Sciences and Humanities Research Council Purpose: Investigating Elementary School Students' Literacy Skill Profiles Using Cognitive Diagnostic Assessment Amount: $119,260 Year: 2009 Role: Principal Investigator Grantor: Toronto District School Board Purpose: The Role of Community Outreach in the TDSB Model Schools (Contract) Amount: $71,250 Year: 2008 Role: Co-Investigator Grantor: Ontario Ministry of Education Purpose: Validation of Steps to English Proficiency (Contract) Amount: $96,000 Year: 2007 Role: Co-Investigator Grantor: Canadian Language and Literacy Research Network Purpose: Literacy Attainment Among Newcomer Students (Research) Amount: $30,770 Honours and Awards 2006 Jacqueline Ross TOEFL Dissertation Award, Educational Testing Service 2005 Education Alumni Association Outstanding Student Medal, University of Illinois 2004 Tatsuoka Measurement Award, University of Illinois 2004 Ray Simpson Scholarship, College of Education, University of Illinois 2004 AEA Conference Travel Award, American Evaluation Association 2003 IELTS MA Dissertation Award, University of Cambridge Local Examinations Syndicate 2003 Katharine O. Aston Award for Outstanding Thesis, University of Illinois Other Information Books/Monographs Shewbridge, Jang, E. E., Matthews, P. & Santiago, P. (2011). OECD Reviews on Evaluation and Assessment in Education: Denmark. OECD. Chapters in Books Jang, E. E. (2011). An overview of educational policy initiatives for success for all in Ontario. In T. Sung (Ed.), Research report on support for underachieved students, ORM 2011-19-2 (pp. 123-129). Seoul, Korea: Korea Institute for Curriculum and Evaluation. Jang. E. E. (in press). Mixed methods research in SLA. In P. Robinson (Ed.), The Routledge cnyclopedia of SLA. NY: Routledge. Jang, E. E., & Wagner, M. (forthcoming). Diagnostic feedback in language classroom. In A. Kunnan (Ed.), Companion to language assessment. Wiley-Blackwell. Jang, E. E. (in press). Diagnostic assessment in classrooms. In G. Fulcher & F. Davidson (Eds.), The Routledge handbook of language testing in a nutshell. Abingdon, England: Routledge. Kunnan, A., & Jang, E. E. (2009). Diagnostic feedback in language testing. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 610-625). Blackwell Publishing. Jang, E. E. (2009). Using think-aloud protocols to understand elementary school students’ cognitive strategy use in literacy and numeracy tasks. In C. Rolheiser (Ed.), Partnerships for professional learning: Literacy and numeracy initiatives (pp. 34-42). Toronto, ON: OISE Initial Teacher Education Program. Roussos, L., DiBello, L., Henson, R., Jang, E. E., & Templin, J. (2009). Skills diagnosis for education and psychology with IRT-based parametric latent class models. In S. E. Embretson & J. Roberts (Eds.), New directions in psychological measurement with model-based approaches (pp. 35-69). Washington, DC: American Psychological Association. Jang, E. E. (2008). A framework for cognitive diagnostic assessment. In C. A. Chapelle, Y.‐R. Chung, & J. Xu (Eds.), Towards adaptive CALL: Natural language processing for diagnostic language assessment (pp. 117‐131). Ames, IA: Iowa State Curriculum Vitae http://www.oise.utoronto.ca/Curriculum_Vitae/Eunice_Jang_CV.pdf Research Methodologies and Practices (including Measurement, Evaluation, Assessment, & Knowledge Mobilization) Applied Linguistics, Second Language Education & Multilingualism Program Evaluation |
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