Recent Publications

Innovative technological applications to human learning and assessment

Jang, E. E., Lajoie, S. P., Wagner, M., Poitras, E., Xu, Z., & Naismith, L. (Accepted). An ecological assessment framework for tracking learning progression in a technology-rich learning environment. Journal of Educational Computing Research.

Shute, V., Leighton, J.P., Jang, E.E., & Chu, M-W. (2016). Advances in the science of assessment. Educational Assessment, 21(1), 1-27.

Jang, E. E., Vincett, M., vander Boom, E., Lau, C., & Yang, Y. B. (in press). Considerations for innovative young learner assessment design and use. In M. K. Wolf & Y. G. Butler (Eds.), English language proficiency assessments for young learners. London, UK: Routledge Taylor & Francis Group.

Xu, Z., & Jang, E. E. (2016). The roles of math self-efficacy in the structural model of extracurricular technology-related activities (TRAs) and junior elementary school students’ mathematics ability. Submitted to Computers in Human Behaviour.

Lau, C., Sinclair, J., Taub, M., Azevedo, R., & Jang, E. E. (2017). Transitioning self-regulated learning profiles in hypermedia-learning environments. Conference proceeding of 2017 Learning Analytics & Knowledge Conference.

Language testing and diagnostic assessment

Jang, E. E. (2016). Cognitive aspects of language assessment through reading processes. In E. Shohamy & I. Or (Eds.), The encyclopedia of language and education, Vol. 7. Springer.

Jang, E. E., Dunlop, M., Park, G., & van der 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. (2014). Diagnostic feedback in language classroom. In A. Kunnan (Ed.), Companion to language assessment, Vol. II (pp. 693-711). Wiley-Blackwell.

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

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. (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.

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.

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

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

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

Starkey, J., & Jang, E. E. (2012). Assessing English language learners in content learning contexts. Queen’s Education Letter, 14-16.

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.

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

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

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 University.

Schwandt, T., & Jang, E. E. (2004). Linking validity and ethics in language testing: Insights from the hermeneutic turn in social science. Studies in Educational Evaluation. 30(4), 265-280.

STEPS to English Language Proficiency

Stille, S., Jang, E. E., & Wagner, M. (2015). Building teachers’ assessment capacity for supporting English language learners through the implementation of the STEP language assessment in Ontario K-12 schools. TESL Canada Journal, 32(9), 1-23.

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., 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.

Program evaluation, assessment and methodology

Jang, E. E., & Sinclair, J. (2017). Ontario’s educational assessment policy and practice: a double-edged sword?. Assessment in Education: Principles, Policy & Practice, 1-23.

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

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

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

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., 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.

Ching, C. C., Basham, J. D., & Jang, E. E. (2005). The Legacy of the digital divide: Gender, SES, and early exposure as predictors of full-spectrum technology use among young adults. Urban Education, 40(4), 394-411.

Jang, E. E., & Ryan, K. (2003). Bridging gaps among curriculum, teaching and learning, and assessment. Journal of Curriculum Studies, 35(4), 499-512.