Author
Tanya Longabach
Bio: Tanya Longabach is an academic researcher from Excelsior College. The author has contributed to research in topics: Language assessment & Active listening. The author has an hindex of 1, co-authored 1 publications receiving 8 citations.
Papers
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TL;DR: K-12 English language proficiency tests that assess multiple content domains (e.g., listening, speaking, reading, writing) often have subsections based on these content domains; scores assigned to...
Abstract: K–12 English language proficiency tests that assess multiple content domains (e.g., listening, speaking, reading, writing) often have subsections based on these content domains; scores assigned to ...
9 citations
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01 Jan 2016
TL;DR: The assessing young language learners is universally compatible with any devices to read, and is available in the digital library an online access to it is set as public so you can get it instantly.
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113 citations
TL;DR: This paper conducted a systematic review of the item response theory literature in language assessment to investigate the conceptualization and operationalization of the dimensionality of language ability, and found that exploratory factor analysis was the primary method of dimensionality analysis in papers that had applied unidimensional IRT models, whereas the comparison modeling approach was dominant in the multidimensional framework.
12 citations
TL;DR: This article argued that reporting a subscore is not always justified, and that the subscore should provide reliable and distinct information to be worth repurchasing, and not just to report a score.
Abstract: Stakeholders of language tests are often interested in subscores. However, reporting a subscore is not always justified; a subscore should provide reliable and distinct information to be worth repo...
8 citations
15 Nov 2019
TL;DR: In this article, the validity and reliability of these English language proficiency assessments for English language learners in early-exit TBE programs in elementary schools was investigated. But the validity of these assessments was not evaluated.
Abstract: English language learners (ELLs) have become one of the fastest growing groups in elementary schools in the United States of America. This paper will research the English proficiency assessments currently used for ELLs in the early-exit TBE programs in elementary schools and the validity and reliability of these English language proficiency assessments.
5 citations