Mikyung Kim Wolf

Biographic Data

ID3532311
NAMEMikyung Kim Wolf
GIVEN NAMESMikyung Kim
FAMILY NAMEWolf
SIGNATUREWOLF M K
AFFILIATIONSEducational Testing Service
ORCID0000-0002-0622-7754
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS2
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2022
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Accountability and Language Testing

    Open AccessMicheline Chalhoub‐deville, Mikyung Kim WolfCHAPTEREncyclopedia of Applied Linguistics2026

    The Global Education Reform Movement (GERM) emphasizes accountability and highlights the central role of testing in measuring outcomes and driving improvement. In the United States, assessment systems are central to reforms such as the Every Student Succeeds Act (2015) and Race to the Top (2009), which implemented standardized testing to evaluate student performance and hold teachers and schools accountable. A key component of this accountability…

  • Alignment of the Toeic Bridge® Tests With the Educational Functioning Level Descriptors for English as a Second Language

    Open AccessMikyung Kim Wolf, Renka OhtaARTICLEETS Research Report Series2026

    This report presents the findings of an alignment study evaluating the extent to which the TOEIC Bridge® tests reflect the language knowledge, skills, and abilities described in the National Reporting System (NRS) educational functioning level descriptors for English as a second language (ESL). The study was intended to provide critical validity evidence supporting the use of these assessments in adult education programs serving ESL learners, par…

  • Young L2 students’ use of an AI-assisted writing assessment and feedback tool

    Open AccessMikyung Kim Wolf, Michael Suhan et al.ARTICLEAssessing Writing2026

  • Exploring linguistic characteristics across Cefr writing levels and their relationships with student backgrounds

    Open AccessMikyung Kim Wolf, Stefan D Keller et al.ARTICLEJournal of Second Language Writing2026

    This study attempted to identify significant linguistic features that distinguish across CEFR writing levels. The sample included essays from 959 German-speaking EFL students on two tasks: an Independent argumentative task and an Integrated summarizing task. Using natural language processing tools, 19 linguistic features encompassing fluency, lexical, syntactic, and cohesion dimensions were extracted and analyzed through ANOVAs and post-hoc tests…

  • A comparative study of the human, automated scoring model, and GPT-4 ratings of young EFL students’ writing

    Open AccessMichael Suhan, Mikyung Kim WolfARTICLELanguage Testing2026

    Large language models, such as OpenAI’s GPT-4, have the potential to revolutionize automated writing evaluation (AWE). The present study examines the performance of the GPT-4 model in evaluating the writing of young English as a foreign language learners. Responses to three constructed response tasks ( n = 1908) on Educational Testing Service’s (ETS’s) TOEFL Junior ® Writing test were scored using two different GPT-4 prompting methods. Scores pre…

  • Equity for multilingual learners

    Mikyung Kim Wolf, Lorraine Sova et al.ARTICLEBilingual Research Journal2025Cited by: 1References: 4

  • Unpacking the language demands in academic content and English language proficiency standards for English learners

    Mikyung Kim Wolf, Alison L Bailey et al.ARTICLEInternational Multilingual…2023

    In U.S. K-12 public schools, educational policy and practice for English learner (EL) students center around two sets of academic standards: English language proficiency (ELP) standards and content standards such as in English language arts and mathematics. This study examined the types of language demands manifested in those standards in Grade 5. Additionally, we investigated perceptions of both general education and ESL teachers about the langu…

  • Aligning English Language Proficiency Assessments to Standards

    Open AccessMikyung Kim Wolf, Alison L Bailey et al.ARTICLETESOL Quarterly2023References: 19

    Alignment between standards and assessments is a fundamental component of the larger effort to ensure appropriate and fair use of standards‐based assessments and achievement of successful standards‐based reform. This article focuses on conceptual and technical issues as well as potential strategies in evaluating alignment between large‐scale, standardized English language proficiency assessments and English language proficiency standards in the U…

  • Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers

    Open AccessMikyung Kim Wolf, Alexis A LopezARTICLELanguages2022Cited by: 1References: 24

    In U.S. K-12 schools, adequate education of English language learner (EL) students, particularly to support their attainment of English language and literacy skills, has attracted heightened attention. The increased academic rigor as well as sophisticated disciplinary language demands embodied in current academic content standards have posed considerable challenges to EL students. To address students' needs, the present study utilized formative a…