Thom Hudson
Biographic Data
| ID | 3843344 |
|---|---|
| NAME | Thom Hudson |
| GIVEN NAMES | Thom |
| FAMILY NAME | Hudson |
| SIGNATURE | HUDSON T |
| AFFILIATIONS | University of Hawaiʻi at Mānoa |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Correlational Research in Language Assessment
Researchers in language assessment are frequently interested in determining the relations between two or more variables. One of the most fundamental statistics for indicating the strength of relations between two variables is the correlation coefficient, r . The correlation coefficient is also one of the foundations for many other analytic procedures in applied linguistics and the behavioral sciences. It estimates the linear association between t…
Design Issues and Inference in Experimental L2 Research
Explicit attention to research design issues is essential in experimental second language (L2) research. Too often, however, such careful attention is not paid. This article examines some of the issues surrounding experimental L2 research and its relationships to causal inferences. It discusses the place of research questions and hypotheses, threats to internal and external validity, specific experimental designs, sample size, and the language us…
Symposium: Language Assessment in Standards‐Based Education Reform
This symposium article, to which three authors contribute distinct parts, presents the rationale for standards‐based language assessment and examines both the uses and misuses of language assessments in English‐speaking countries that are engaged in standards‐based education reform. Specifically, they focus on the assessment of emergent bilinguals (also referred to as English language learners or English as an additional language students). The f…
Examinee abilities and task difficulty in task-based second language performance assessment
This article summarizes findings from investigations into the development and use of a prototype English language task-based performance test. Data included performances by 90 examinees on 13 complex and skills-integrativetasks, a priori estimations of examinee proficiency differences, a priori estimations of task difficulty based on cognitive processing demands, performance ratings according to task-specific as well as holistic scales and criter…
Developing Prototypic Measures of Cross-Cultural Pragmatics
The Alternatives in Language Assessment
Language testing differs from testing in other content areas because language teachers have more choices to make. The purpose of this article is to help language teachers decide what types of language tests to use in their particular institutions and classrooms for their specific purposes. The various kinds of language assessments are classified into three broad categories: (a) selected-response assessments (including true-false, matching, and mu…
Surrogate indices for item information functions in criterion-referenced language testing
Item analysis of criterion-referenced tests (CRTs) presents several practical problems. Traditional item discrimination indices may be of limited informa tiveness if score distributions are narrow. When no prior defined mastery group is available application of the CRT item difference index is not possible. In settings which have relatively small numbers of examinees, item-response theory (IRT) methods will not yield stable estimates. Like wise, …
Relationships among IRT item discrimination and item fit indices in criterion-referenced language testing
This study investigates relationships among the IRT one-parameter fit statistics, the two-parameter slope parameter and traditional biserial correla tions in terms of the role these indices play in criterion-referenced language test construction. It discusses the assumptions of the two models and how these assumptions can affect criterion-referenced test construction and interpreta tion. The study then specifically examines how the indices interr…
A Content Comprehension Approach to Reading English for Science and Technology
English for special purposes (ESP) reading programs often take specific grammar, vocabulary, and isolated reading skills as the organizing principle for syllabus design and fail to acknowledge how the act of comprehending text can affect reading ability. The present study reports on an ESP reading project which emphasizes the role of content comprehension. The context of the study is the Reading English for Science and Technology Project in the C…
The discourse of advice giving in English: I wouldn't feed until spring no matter what you do
Item response theory and the assumption of unidimensionality for language tests
Considerable controversy has arisen around the assumption of unidimen sionality underlying the application of latent trait models of measurement. The intent of the present paper is to provide a clearer articulation of the unidimensionality assumption and to investigate the robustness and appli cability of a particular unidimensional model, the Rasch Model, for use with language proficiency tests that consist of batteries of subtests in a variety …
A criterion-referenced measurement approach to ESL achievement testing
The distinction between norm-referenced measurement (NRM) and criterion-referenced measurement (CRM) has become recognized as an issue in second-language testing. Traditional methods used to determine the reliability and validity of a test, as well as to analyse items for test improvement have been based on NRM principles. These traditional methods are not entirely appropriate for criterion-referenced tests designed to measure course achievement.…
Research Notes
Hilda Hernandez, Nancy Duke S. Lay, Zohreh Sotoodeh, Thom Hudson, Vanessa Flashner, Jan Lubin, Herbert Seliger, Miriam Eisenstein, Richard Allwright, Stephen Cooper, Andrew Cohen, Research Notes, TESOL Quarterly, Vol. 16, No. 3 (Sep., 1982), pp. 405-411
The Effects of Induced Schemata on the "Short Circuit" in L2 Reading: Non-decoding Factors in L2 Reading Performance1
Recent research in L2 reading has indicated that language proficiency in L2 places a limit on transference of L1 reading skills. The research reported here was developed to provide information on the possible application of L1 "schemata" theory to the nonlinguistic elements of L2 reading. The "schemata" based learning theory indicates that readers process meaning which has been presented through print by using prior knowledge of the world to prod…
The Effects of Induced Schemata on the "Short Circuit" in L2 Reading: Non-decoding Factors in L2 Reading Performance1
Recent research in L2 reading has indicated that language proficiency in L2 places a limit on transference of L1 reading skills. The research reported here was developed to provide information on the possible application of L1 "schemata" theory to the nonlinguistic elements of L2 reading. The "schemata" based learning theory indicates that readers process meaning which has been presented through print by using prior knowledge of the world to prod…
The Alternatives in Language Assessment
Language testing differs from testing in other content areas because language teachers have more choices to make. The purpose of this article is to help language teachers decide what types of language tests to use in their particular institutions and classrooms for their specific purposes. The various kinds of language assessments are classified into three broad categories: (a) selected-response assessments (including true-false, matching, and mu…
The discourse of advice giving in English: I wouldn't feed until spring no matter what you do
Symposium: Language Assessment in Standards‐Based Education Reform
This symposium article, to which three authors contribute distinct parts, presents the rationale for standards‐based language assessment and examines both the uses and misuses of language assessments in English‐speaking countries that are engaged in standards‐based education reform. Specifically, they focus on the assessment of emergent bilinguals (also referred to as English language learners or English as an additional language students). The f…
Design Issues and Inference in Experimental L2 Research
Explicit attention to research design issues is essential in experimental second language (L2) research. Too often, however, such careful attention is not paid. This article examines some of the issues surrounding experimental L2 research and its relationships to causal inferences. It discusses the place of research questions and hypotheses, threats to internal and external validity, specific experimental designs, sample size, and the language us…
A Content Comprehension Approach to Reading English for Science and Technology
English for special purposes (ESP) reading programs often take specific grammar, vocabulary, and isolated reading skills as the organizing principle for syllabus design and fail to acknowledge how the act of comprehending text can affect reading ability. The present study reports on an ESP reading project which emphasizes the role of content comprehension. The context of the study is the Reading English for Science and Technology Project in the C…
Research Notes
Hilda Hernandez, Nancy Duke S. Lay, Zohreh Sotoodeh, Thom Hudson, Vanessa Flashner, Jan Lubin, Herbert Seliger, Miriam Eisenstein, Richard Allwright, Stephen Cooper, Andrew Cohen, Research Notes, TESOL Quarterly, Vol. 16, No. 3 (Sep., 1982), pp. 405-411
The Effects of Induced Schemata on the "Short Circuit" in L2 Reading: Non-decoding Factors in L2 Reading Performance1
Recent research in L2 reading has indicated that language proficiency in L2 places a limit on transference of L1 reading skills. The research reported here was developed to provide information on the possible application of L1 "schemata" theory to the nonlinguistic elements of L2 reading. The "schemata" based learning theory indicates that readers process meaning which has been presented through print by using prior knowledge of the world to prod…
A criterion-referenced measurement approach to ESL achievement testing
The distinction between norm-referenced measurement (NRM) and criterion-referenced measurement (CRM) has become recognized as an issue in second-language testing. Traditional methods used to determine the reliability and validity of a test, as well as to analyse items for test improvement have been based on NRM principles. These traditional methods are not entirely appropriate for criterion-referenced tests designed to measure course achievement.…
Item response theory and the assumption of unidimensionality for language tests
Considerable controversy has arisen around the assumption of unidimen sionality underlying the application of latent trait models of measurement. The intent of the present paper is to provide a clearer articulation of the unidimensionality assumption and to investigate the robustness and appli cability of a particular unidimensional model, the Rasch Model, for use with language proficiency tests that consist of batteries of subtests in a variety …
The discourse of advice giving in English: I wouldn't feed until spring no matter what you do
Relationships among IRT item discrimination and item fit indices in criterion-referenced language testing
This study investigates relationships among the IRT one-parameter fit statistics, the two-parameter slope parameter and traditional biserial correla tions in terms of the role these indices play in criterion-referenced language test construction. It discusses the assumptions of the two models and how these assumptions can affect criterion-referenced test construction and interpreta tion. The study then specifically examines how the indices interr…
A Content Comprehension Approach to Reading English for Science and Technology
English for special purposes (ESP) reading programs often take specific grammar, vocabulary, and isolated reading skills as the organizing principle for syllabus design and fail to acknowledge how the act of comprehending text can affect reading ability. The present study reports on an ESP reading project which emphasizes the role of content comprehension. The context of the study is the Reading English for Science and Technology Project in the C…
Surrogate indices for item information functions in criterion-referenced language testing
Item analysis of criterion-referenced tests (CRTs) presents several practical problems. Traditional item discrimination indices may be of limited informa tiveness if score distributions are narrow. When no prior defined mastery group is available application of the CRT item difference index is not possible. In settings which have relatively small numbers of examinees, item-response theory (IRT) methods will not yield stable estimates. Like wise, …
Developing Prototypic Measures of Cross-Cultural Pragmatics
The Alternatives in Language Assessment
Language testing differs from testing in other content areas because language teachers have more choices to make. The purpose of this article is to help language teachers decide what types of language tests to use in their particular institutions and classrooms for their specific purposes. The various kinds of language assessments are classified into three broad categories: (a) selected-response assessments (including true-false, matching, and mu…
Examinee abilities and task difficulty in task-based second language performance assessment
This article summarizes findings from investigations into the development and use of a prototype English language task-based performance test. Data included performances by 90 examinees on 13 complex and skills-integrativetasks, a priori estimations of examinee proficiency differences, a priori estimations of task difficulty based on cognitive processing demands, performance ratings according to task-specific as well as holistic scales and criter…
Symposium: Language Assessment in Standards‐Based Education Reform
This symposium article, to which three authors contribute distinct parts, presents the rationale for standards‐based language assessment and examines both the uses and misuses of language assessments in English‐speaking countries that are engaged in standards‐based education reform. Specifically, they focus on the assessment of emergent bilinguals (also referred to as English language learners or English as an additional language students). The f…
Design Issues and Inference in Experimental L2 Research
Explicit attention to research design issues is essential in experimental second language (L2) research. Too often, however, such careful attention is not paid. This article examines some of the issues surrounding experimental L2 research and its relationships to causal inferences. It discusses the place of research questions and hypotheses, threats to internal and external validity, specific experimental designs, sample size, and the language us…
Correlational Research in Language Assessment
Researchers in language assessment are frequently interested in determining the relations between two or more variables. One of the most fundamental statistics for indicating the strength of relations between two variables is the correlation coefficient, r . The correlation coefficient is also one of the foundations for many other analytic procedures in applied linguistics and the behavioral sciences. It estimates the linear association between t…
Psychology (14 works) · Linguistics (10 works) · Computer Science (7 works) · EFL/ESL Teaching and Learning (7 works) · Mathematics education (7 works) · Philosophy (6 works) · Student Assessment and Feedback (6 works) · Cognitive psychology (4 works) · Mathematics (4 works) · Psychometric Methodologies and Testing (4 works)