Zhang, J., Jang, E. E., & Chahine, S. (forthcoming). A systematic review of cognitive diagnostic assessment and modeling through concept mapping. Frontiers of Contemporary Education.
Sinclair, J., Jang, E. E., & Rudzicz, F. (forthcoming). Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing. Journal of Educational Psychology.
Jang, E. E., Lajoie, S. P., Wagner, Xu, Z., Poitras, E., & Naismith, L. (2017). Person-oriented approaches to profiling learners in technology-rich learning environments for ecological learner modeling. Journal of Educational Computing Research, 55(4), 552-597.
Jang, E. E., Vincett, M., van der Boom, E. H., Lau, C., & Yang, Y. (2017). Considering young learners’ characteristics in developing a diagnostic assessment intervention. In M. K. Wolf & Y. G. Butler (Eds.), English language proficiency assessments for young learners (pp. 193-213). Routledge.
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.
Shute, V., Leighton, J.P., Jang, E.E., & Chu, M-W. (2016). Advances in the science of assessment. Educational Assessment, 21(1), 1-27.
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.
*Buono, S., & Jang, E. E. (2020). The effect of linguistic factors on assessment of English language learners’ mathematical ability: A differential item functioning analysis. Educational Assessment, 1-20. DOI: 10.1080/10627197.2020.1858783
Jang, E. E., Kim, H., Vincett, M., Barron, C., & Russell, B. (2019). Improving IELTS reading test score interpretations and utilization through cognitive diagnosis model-based skill profiling. IELTS Research Reports Online Series, No. 2. British Council, Cambridge Assessment English, and IDP: IELTS Australia.
Jang, E. E., Vincett, M., van der Boom, E. H., Lau, C., & Yang, Y. (2017). Considering young learners’ characteristics in developing a diagnostic assessment intervention. In M. K. Wolf & Y. G. Butler (Eds.), English language proficiency assessments for young learners (pp. 193-213). Routledge.
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.
*Kim, H., *Barron, C., Sinclair, J., & Jang, E., E. (2020). Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation. Language Testing, 37(4), 573-599. doi:10.1177/0265532220930348
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.
*Huang, S., Peterson-Badali, M., Jang, E. E., & Skilling, T. (2021). IRT-based differential item functioning analysis of the youth level of service/case management inventory across indigenous and non-Indigenous youth. Criminal Justice and Behaviour, 48(4), 502-517.
*Wickstrom, H., *Fesseha, E., & Jang, E. E. (2020). The relation between individual education plans, testing accommodations, and math achievement: A latent class analysis. Canadian Journal of Science, Mathematics and Technology Education.
*Fesseha, E., *Wickstrom, H., & Jang, E. E. (2020). Investigating math achievement patterns over time among Ontario elementary school students with different language and literacy characteristics. Canadian Journal of Education/Revue canadienne de l'éducation, 43(2), 548-581.
Kim, H., Barron, C., Sinclair, J., & Eunhee Jang, E. (2020). Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation. Language Testing.
Sinclair, J., Jang, E. E., & Vincett, M. (2019). Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling. Reading Research Quarterly, 54(1), 81-107.
van der Boom, E., & Jang, E. E. (2018). The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills. Journal of Teaching and Learning, 12(2), 54-69.
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.