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Eunhee Jang
Program Chair, Developmental Psychology and Education Program

phone: (416) 978-0238
email: eun.jang@utoronto.ca  
website: https://www.oise.utoronto.ca/ejanglab/

Department: Applied Psychology and Human Development

Research Overview

Dr. Eunice Eunhee Jang is Professor in the Department of Applied Psychology and Human Development. Dr. Jangs research is largely situated in the areas of language assessment, educational measurement, and program evaluation. More specifically, Dr. Jang and her research lab are actively involved in various research projects funded by the Ministry of Education and SSHRC programs. Some of them include:

1) Her new SSHRC Insight Grant-funded research (2016-2021) tracks the development of reading skills among K-12 school students from diverse linguistic backgrounds from Grades 3 to 10. Building on the emergent longitudinal model of reading profiles, she will develop an interactive assessment system that facilitates students' self-regulation of reading skills development.

2) SSHRC Insight research (2009-2015) examined elementary school students' literacy skill profiles through cognitive diagnostic modeling and further investigated the extent to which children's emotional, motivational and metacognitive profiles mediate their perceptions and use of diagnostic feedback in classrooms.

2) She was contracted to develop a new computer-based placement and diagnostic assessment for undergraduate French-as-a-second-language students at Glendon College at York University.

3) Dr. Jang is collaborating with international researchers on research that examines the effects of technology-rich learning environments on students' self regulation, emotion, and cognitive development. She is developing an assessment model designed to provide scaffolding diagnostic feedback for learners to promote their self regulation, emotional control, and cognitive strategies and track them longitudinally (2012-2019).

5) She is collaborating with Ontario school educators and secondary school teachers on two research projects aimed to provide instructional support for struggling readers in secondary schools and further to develop pedagogical strategies for teachers in teaching disciplinary literacy across subjects (2014-2016).

Curriculum Vitae


Academic History

Ph.D. Educational Psychology, University of Illinois at Urbana Champaign

Teaching Overview

Dr. Jang has taught the following courses at OISE:

APD 3202 A Foundation of Program Evaluation in Social Sciences
APD 3228 Mixed Methods Research Design in Social Sciences
APD1296 Assessing School-Aged ELLs
APD1292 Instrument Design and Analysis
APD3238 Cognitive Diagnostic Modeling

Representative Publications

  • Representative Refereed Publications (Past 7 Years)

  • Shute, V., Leighton, J.P., Jang, E.E., & Chu, M-W. (in press). Advances in the science of assessment. Submitted to Educational Assessment (Submission date: August 13, 2014).


    Jang, E. E., Cummins, J., Wagner, M., Stille, S., Dunlop, M., & Starkey, J. (2015). Assessing school-aged English language learners in Ontario curriculum learning contexts using Steps to English Proficiency. Language Assessment Quarterly, 12(1), 87-109.


    Jang, E. E., Dunlop, M., Park, G., & vander Boom, E. (2015). Mediation of goal orientations and perceived ability on junior students’ responses to diagnostic feedback. Language Testing, 32(3), 299-316.


    Jang, E. E. (2014). Focus on assessment. Oxford University Press.


    Jang, E. E., Wagner, M., & Park, G. (2014). Mixed methods research in language testing and assessment. Annual Review of Applied Linguistics, 34, 1-31.


    Botelho, M. J., Kerekes, J., Jang, E. E., & Stagg-Peterson, S. (2014). Assessing multliteracies: mismatches and opportunities. Language and Literacy, 16(1), 1-20.


    Jang, E. E. (2014). Assessing English language learners in K-12 schools. Education Matter, 2(1), 72-80.


    Jang, E. E., Dunlop, M., Wagner, M., Kim, Y.-H., & Gu, Z. (2013). Elementary school ELLs’ reading skill profiles using cognitive diagnosis modeling: Roles of length of residence and home language environment. Language Learning, 63(3), 400-436.


    Jang, E. E., & Wagner, M. (2013). Diagnostic feedback in language classroom. In A. Kunnan (Ed.), Companion to language assessment. Wiley-Blackwell.


    Jang. E. E. (2013). Mixed methods research in SLA. In P. Robinson (Ed.), The Routledge encyclopedia of SLA (pp. 429-431). NY: Routledge.


    Wagner, M., & Jang, E. E. (2013). Maximizing diagnostic feedback in second language classrooms. Contact, 39(1), 22-27.


    Jang, E. E. (2012). Diagnostic assessment in classrooms. In G. Fulcher & F. Davidson (Eds.), The Routledge handbook of language testing in a nutshell  (pp. 120-134). Abingdon, England: Routledge.


    Stagg-Peterson, S., Jang, E. E., Jupiter, C., & Dunlop, M. (2012). Preschool early literacy programs in Ontario public libraries. Partnership: the Canadian Journal of Library and Information Practice and Research, 7(2), 1-21.


    Chun, C., & Jang, E. E. (2012). Dialogic encounters with early readers through mediated think-alouds. Language and Literacy, 14(3), 61-82.


    Shewbridge, Jang, E. E., Matthews, P. & Santiago, P. (2011). OECD Reviews on evaluation and assessment in education: Denmark. OECD.


    Jang, E. E., Wagner, M., & Stille, S. (2011). Issues and challenges in using English proficiency descriptor scales for assessing school-aged English language learners. Cambridge Research Notes, 45, 8-14.


    Jang, E. E., Wagner, M., & Stille, S. (2010). A democratic evaluation approach to validating a new English language learner assessment system: The case of Steps to English Proficiency. English Language Assessment, 4, 35-50.


    Cassar, A. G., & Jang, E. E. (2010). Investigating the effects of a game-based approach in teaching word recognition and spelling to LD students with attention issues. Australian Journal of Learning Difficulties, 15(2), 193-211. 


    Jang, E. E. (2010). Demystifying a Q-matrix for making diagnostic inferences about L2 reading skills: The author responds. Language Assessment Quarterly, 7, 116-117.


    Jang, E. E. (2010). Thinking on think-alouds. American Educational Research Association Division D Newsletter, 19(2), 9.


    Jang, E. E. (2009). Demystifying a Q-matrix for making diagnostic inferences about L2 reading skills. Language Assessment Quarterly, 6, 210-238.


    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.


    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., & Roussos, L. (2009). Integrative analytic approach to detecting and interpreting L2 vocabulary DIF. International Journal of Testing, 9(3), 238-259.


    Jang, E. E. (2009). Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for applying Fusion Model to LanguEdge assessment. Language Testing, 26(1), 31-73.


    Kim, Y-H, & Jang, E. E. (2009). Differential functioning of reading subskills on the OSSLT for L1 and ELL students: A multidimensionality model-based DBF/DIF approach. Language Learning, 59(4), 825-865.


    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 University.


    Jang, E. E., McDougall, D. E., Herbert, M., Pollon, D., & Russell, P. (2008). Integrative mixed methods data analytic strategies in research on school success in challenging circumstances. Journal of Mixed Methods Research, 2, 221-247.


    Jang, E. E., & Roussos, L. (2007). An Investigation into the dimensionality of TOEFL using conditional covariance-based nonparametric approach. Journal of Educational Measurement, 44(1), 1-21.


    Peterson, S. S., Botelho, M. J., Jang, E. E., & Kerekes, J. (2007). Writing assessment: what would multiliteracies teachers do? Literacy Learning: the Middle Years, 15(1), 29-35.


Research Grants and Contracts

Year 2016
Role: PI
Grantor: SSHRC Insight Grant
Purpose: Longitudinal tracking and metacognitive intervention of reading comprehension skills for linguistically diverse students in K-12 schools
Amount: $311,804

Year 2015
Role: Co-PI
Grantor: Ontario Ministry of Education
Purpose: Addressing literacy learning needs of adolescents in secondary school contexts: Struggling readers project and disciplinary literacy project
Amount: $82,000

Year 2014
Role: Co-Investigator
Grantor: SSHRC Partnership Grant
Purpose: Systematic Evaluation of the Effectiveness of TREs through Software Platform Development for Data Mining across Multiple Disciplines and Tracking Changes in Affective and Cognitive Growths

Year 2014
Role: Co-PI
Grantor: Ontario Ministry of Education
Purpose: Addressing literacy learning needs of adolescents in secondary school contexts: Struggling readers project and disciplinary literacy project
Amount: $65,000

Year 2013
Role: Co-Investigator
Grantor: SSHRC Partnership Grant
Purpose: Assessing and supporting children's oral language and writing development through play
Amount: 2,800,000

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 Childrens 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
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

2014 The Annual Award for the Most Outstanding Article in the Journal of Language Learning, freely downloadable from: http://onlinelibrary.wiley.com/store/10.1111/lang.12016/asset/lang12016.pdf?v=1&t=i5g6ro53&s=f459a1771c1be46bdbd8d9f2be7328ae52374f25

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

Professional Activities

Professional Community Service

Editorial Board

2014-present Language Testing in Asia
2013-present Alberta Journal of Educational Research Editorial Board
2011-present Editorial Advisory Board for Educational Measurement: Issues and Practice (EMIP)
2008-present Editorial Advisory Board, Journal of Language Assessment Quarterly
2012-present Editorial Advisory Board, Language Testing

Advisory Board

2014-2015 Member, Advisory Board of Paragon Testing Enterprises
2014-present Elected Board Member at-large for the International Language Testing Association
2013-present Broader Measures of Success Advisory Committee
2012-2013 35th LTRC Conference Program Committee
2012-present Member & Chair, Young Learner Assessment Subcommittee, ETS
2012-2013 Member, WBTT Research Advisory Working Group, Ontario.
2011-present Member, TOEFL Committee of Examiners, Educational Testing Service
2010-2012 Member, Supporting ELL Advisory Committee, Ministry of Education
2006-2010 EQAO Assessment Advisory Committee
2004-2005 International Advisory Committee, International Program, University of Illinois

Grant/Award Committee

2011 Adjudication Committee for SSHRC Insight Development Grants
2011 Member, ILTA Nomination Committee
2009 Grant proposal reviewer, Natural Sciences and Engineering Research Council of Canada
2008 2009 Jacqueline Ross TOEFL Dissertation Award Committee, ETS
2010 International Language Testing Association Nominating Committee
2007 AERA Significant Research Contributions Award Committee