Spaan Fellow Working Papers in Second
or Foreign Language Assessment

Volume 1 (2003)

• Fernando Fleurquin, Alianza Cultural Uruguay Estados Unidos
  Development of a Standardized Test for Young EFL Learners
• Sang-Keun Shin, University of California, Los Angeles
  A Construct Validation Study of Emphasis Type Questions in the Michigan English Language Assessment Battery
• Yoko Saito, Columbia University
  Investigating the Construct Validity of the Cloze Section in the Examination for the Certificate of Proficiency in English
• Christine A  Coombe, Dubai Men's College, and Dr.  Mashael A  Al-Hamly, Kuwait University
  An Investigation into the Answer Changing Practices on Multiple-Choice Questions with Gulf Arab Learners in an EFL Context

Volume 2 (2004)

• Elvis Wagner, Mercy College & Teachers College, Columbia University
  A Construct Validation Study of the Listening Sections of the ECPE and MELAB
• Hong Jiao, Florida State University
  Evaluating the Dimensionality of the MELAB
• Matthew Weltig, Michigan State University  
  Effects of Language Errors and Importance Attributed to Language on Language and Rhetorical-Level Essay Scoring
• Xiaoming Xi, University of California, Los Angeles
  Investigating Language Performance on the Graph Description Task in a Semi-Direct Oral Test
• Tobias J. Van Dyk, University of Pretoria
  Switching Constructs: Designing an Academic Literacy Assessment Instrument

Volume 3 (2005)

• Xiaomei Song, Queen's University
  Language Learning Strategy Use and Language Performance on the MELAB
• Aek Phakiti, Maejo University
  An Empirical Investigation into the Nature of and Factors Affecting Test Takers' Calibration within the Context of an English Placement Test (EPT)
• Yang Lu, University of Reading
  A Validation Study of the ECCE NNS and NS Examiners' Conversational Styles from a Discourse Analytic Perspective
• Noriko Iwashita, University of Queensland
  Investigation of Lexical Profiles in the Performance on EAP Speaking Tests
• Young-Ju Lee, University of Illinois-Urbana-Champaign
  A Summary of Construct Validation of an English for Academic Purposes Placement Test

Volume 4 (2006)

• Lingyan Gao, University of Alberta
  Toward a Cognitive Processing Model of MELAB Reading Test Item Performance
• Shudong Wang, Harcourt Assessment,  Inc.
  Validation and Invariance of Factor Structure of the ECPE and MELAB across Gender
• Christopher Weaver, Tokyo University of Agriculture and Technology
  Evaluating the Use of Rating Scales in a High-Stakes Japanese University Entrance Examination
• Taejoon Park, Teachers College, Columbia University
  Detecting DIF across Different Language and Gender Groups in the MELAB using the Logistic Regression Method
• Liz Hamp-Lyons, University of Melbourne, and Alan Davies, University of Edinburgh
  Bias Revisited

Volume 5 (2007)

• Ute Knoch, University of Auckland  
  Do Empirically Developed Rating Scales Function Differently to Conventional Rating Scales for Academic Writing?
• Yen-Fen Liao, Teachers College, Columbia University
  Investigating the Construct Validity of the Grammar and Vocabulary Section and the Listening Section of the ECCE: Lexico-Grammatical Ability as a Predictor of L2 Listening Ability
• Guoxing Yu, University of Bristol, UK
  Lexical Diversity in MELAB Writing and Speaking Task Performances

Volume 6 (2008)

• Xin Li, Michigan State University
  An Investigation of the Item Parameter Drift in the Examination for the Certificate of Proficiency in English (ECPE)
• Anja Römhild, University of Nebraska
  Investigating the Invariance of the ECPE Factor Structure across Different Proficiency Levels
• Bo Zhang, University of Wisconsin–Milwaukee
  Investigating Proficiency Classification for the Examination for the Certificate of Proficiency in English (ECPE)
• Minhee Eom, University of Texas–Pan American
  Underlying Factors of MELAB Listening Constructs
• Sunyoung Shin, Indiana University
  Examining the Construct Validity of a Web-Based Academic Listening Test: An Investigation of the Effects of Response Formats
• Kirby Grabowski, Teachers College, Columbia University
  Investigating the Construct Validity of a Performance Test Designed to Measure Grammatical and Pragmatic Knowledge
• Okim Kang, University of Georgia
  Ratings of L2 Oral Performance in English: Relative Impact of Rater Characteristics and Acoustic Measures of Accentedness

Volume 7 (2009)

• Beverly A. Baker, McGill University
  Conflicting Genre Expectations in a High-Stakes Writing Test for Teacher Certification in Quebec
• Ute Knoch, University of Melbourne
  Collaborating with ESP Stakeholders in Rating Scale Validation: The Case of the ICAO Rating Scale
• Atta Gebril, United Arab Emirates University, and Lia Plakans, The University of Texas at Austin
  Investigating Source Use, Discourse Features, and Process in Integrated Writing Tests
• Tian Song, Michigan State University
  Investigating Different Item Response Models in Equating the Examination for the Certificate of Proficiency in English (ECPE)
• Luke Harding and Kerry Ryan, The University of Melbourne
  Decision Making in Marking Open-Ended Listening Test Items: The Case of the OET

Volume 8 (2010)

• Hyun Jung Kim, Teachers College, Columbia University
  Investigating the Construct Validity of a Speaking Performance Test
• Christine Goh and S. Vahid Aryadoust, National Institute of Education; Nanyang Technological University, Singapore
  Investigating the Construct Validity of the MELAB Listening Test through the Rasch Analysis and Correlated Uniqueness Modeling
• Kornwipa Poonpon, Northern Arizona University
  Expanding a Second Language Speaking Rating Scale for Instructional and Assessment Purposes
• Gad S. Lim, Ateneo de Manila University; University of Michigan
  Investigating Prompt Effects in Writing Performance Assessment

Volume 9 (2011)

• Beverly A. Baker, McGill University, Montreal
  Use of the Cloze-Elide Task in High-Stakes English Proficiency Testing
• Hongli Li, Georgia State University
  A Cognitive Diagnostic Analysis of the MELAB Reading Test
• Ching-Ni Hsieh, Michigan State University
  Rater Effects in ITA Testing: ESL teachers’ Versus American Undergraduates’ Judgments of Accentedness, Comprehensibility, and Oral Proficiency

Past Spaan Fellows

2010

• Beverly Baker, McGill University
• Dina Tsagari, University of Cyprus
• Hongli Li, Pennsylvania State University
• Ching-Ni Hsieh, Michigan State University

2009

• Christine Goh and Seyed Vahid Arydoust, Nanyang Technological University, Singapore 
• Kornwipa Poonpon, Northern Arizona University
• Hyun Jung Kim, Teachers College, Columbia University
• Gad Lim, Ateneo de Manila University, the Philippines, and University of Michigan

2008

• Beverly Baker, McGill University
• Atta Gebril, United Arab Emirates University, and Lia Plakans, University of Texas at Austin
• Luke Harding and Kerry Ryan, University of Melbourne
• Ute Knoch, University of Melbourne
• Tian Song, Michigan State University

2007

• Minhee Eom, University of Texas - Pan American
• Kirby Grabowski, Teachers College, Columbia University
• Xin Li, Michigan State University  
• Anja Rￃﾶmhild, University of Nebraska  
• Sun Young Shin, UCLA  
• Bo Zhang, University of Wisconsin - Milwaukee  

2006

• Ute Knoch, University of Aukland
• Yen-Fen Liao, Columbia University
• Okim Kang, University of Georgia
• Gouxing Yu, University of Bristol

2005

• Liz Hamp-Lyons, University of Melbourne, and Alan Davies, University of Edinburgh
• Lingyan Gao, University of Alberta
• Taejoon Park, Teachers College, Columbia University  
• Shudong Wang, Harcourt Assessment,  Inc.  
• Christopher Weaver, Tokyo University of Agriculture and Technology  

2004

• Xiaomei Song, Queen's University
• Aek Phakiti, Maejo University  
• Yang Lu, University of Reading
• Noriko Iwashita, University of Queensland
• Jing Yu, Michigan State University

2003

• Tobias J. van Dyk, University of Pretoria
• Hong Jiao, Florida State University
• Young-Ju Lee, University of Illinois-Urbana-Champaign
• Elvis Wagner, Mercy College & Teachers College, Columbia University
• Matthew Weltig, Michigan State University
• Xiaoming Xi, University of California, Los Angeles

2002

• Christine A. Coombe, Dubai Men's College, and Dr. Mashael A. Al-Hamly, Kuwait University  
• Dr. Fernando Fleurquin, Alianza Cultural Uruguay Estados Unidos
• Yoko Saito, Columbia University
• Sang-Keun Shin, University of California, Los Angeles