Ahyoung Alicia Kim
Dados Biográficos
| ID | 5998099 |
|---|---|
| NOME | Ahyoung Alicia Kim |
| PRENOMES | Ahyoung Alicia |
| SOBRENOME | Kim |
| ASSINATURA | KIM A A |
| AFILIAÇÕES | University of Wisconsin–Madison |
| ORCID | 0000-0001-7857-0503 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Educator perspectives on automated writing scoring and feedback for young language learners
Speaking task design and complexity and fluency features of adolescent English learners
This paper reports the results of a study designed to explore the relationships between speaking test task variables and linguistic features of spoken responses on a speaking assessment for Grade 7 multilingual English learners (age 12–13) in U.S. public schools. Speaking task responses from 30 high-proficiency test takers were transcribed and coded for 14 complexity measures and 9 fluency measures. Subsequent analyses of simple main effects indi…
Universal tools activation in English language proficiency assessments
English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design principles and incorporate universal tools, designed to increase accessibility for all ELs, including those with disabilities. This two-phase mixed methods study examined the extent Grades 1–12 ELs with an…
Assessing preschool English learners’ receptive and expressive language ability to inform instruction
This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs’ receptive and expressive language proficiencies measured using the instruments and (2) educators’ perceived usefulness of them for informing instruction. Participants were 139 preschool DLLs (M = 4;9) and 37 preschool educators from four countries (Arg…
Examining the assessment literacy required for interpreting score reports
This study investigated the assessment literacy required for K–12 educators to interpret score reports from a K–12 English language proficiency assessment. The assessment in concern is ACCESS for ELLs, which is an annual summative assessment that is delivered to nearly 2 million English learners (ELs) across 39 US states and territories. This study was conducted in two phases. In Phase 1, an online teacher survey, consisting of 15 items, was comp…
The Effects of Administration and Response Modes on Grade 1–2 Students’ Writing Performance
This study aimed to investigate how Grade 1–2 English language learners ( ELL s) differ in their performance on a writing test in two test modes: paper and online. Participants were 139 ELL s in the United States. They completed three writing tasks, representing three test modes: (1) a paper in which students completed their writing using a paper‐and‐pencil format, (2) online‐handwriting in which students viewed the prompt online and handwrote re…
Simultaneous vs. successive bilingualism among preschool-aged children
The current study compares simultaneous vs. successive bilingualism through a mixed-method research design with four four-year-old Korean–English bilingual children who were born and raised in the USA. Two simultaneous bilinguals were exposed to Korean and English from birth, whereas two successive bilinguals were exposed to Korean from birth, but to English between 18 and 24 months. Three direct assessment tasks (i.e. narrative, vocabulary, and …
Assessing child bilingualism
Aims and objectives: In this paper we investigate measures for the evaluation of a child’s bilingualism. Methodology: We compare a caretaker report on the estimated quantity and quality of a child’s bilingualism to results from direct assessment of the bilingual child’s production of complex sentences in Korean and English. We adopt an integrated methodology in which two case studies, closely matched on caretaker report and general background, ar…
Exploring ways to provide diagnostic feedback with an ESL placement test
Previous research in cognitive diagnostic assessment (CDA) of L2 reading ability has been frequently conducted using large-scale English proficiency exams (e.g., TOEFL, MELAB). Using CDA, it is possible to analyze individual learners’ strengths and weaknesses in multiple attributes (i.e., knowledge, skill, strategy) measured at the item level. This study explored how a placement test score could be used for diagnosing the L2 reading ability of in…
The Effects of Administration and Response Modes on Grade 1–2 Students’ Writing Performance
This study aimed to investigate how Grade 1–2 English language learners ( ELL s) differ in their performance on a writing test in two test modes: paper and online. Participants were 139 ELL s in the United States. They completed three writing tasks, representing three test modes: (1) a paper in which students completed their writing using a paper‐and‐pencil format, (2) online‐handwriting in which students viewed the prompt online and handwrote re…
Exploring ways to provide diagnostic feedback with an ESL placement test
Previous research in cognitive diagnostic assessment (CDA) of L2 reading ability has been frequently conducted using large-scale English proficiency exams (e.g., TOEFL, MELAB). Using CDA, it is possible to analyze individual learners’ strengths and weaknesses in multiple attributes (i.e., knowledge, skill, strategy) measured at the item level. This study explored how a placement test score could be used for diagnosing the L2 reading ability of in…
Assessing child bilingualism
Aims and objectives: In this paper we investigate measures for the evaluation of a child’s bilingualism. Methodology: We compare a caretaker report on the estimated quantity and quality of a child’s bilingualism to results from direct assessment of the bilingual child’s production of complex sentences in Korean and English. We adopt an integrated methodology in which two case studies, closely matched on caretaker report and general background, ar…
Simultaneous vs. successive bilingualism among preschool-aged children
The current study compares simultaneous vs. successive bilingualism through a mixed-method research design with four four-year-old Korean–English bilingual children who were born and raised in the USA. Two simultaneous bilinguals were exposed to Korean and English from birth, whereas two successive bilinguals were exposed to Korean from birth, but to English between 18 and 24 months. Three direct assessment tasks (i.e. narrative, vocabulary, and …
The Effects of Administration and Response Modes on Grade 1–2 Students’ Writing Performance
This study aimed to investigate how Grade 1–2 English language learners ( ELL s) differ in their performance on a writing test in two test modes: paper and online. Participants were 139 ELL s in the United States. They completed three writing tasks, representing three test modes: (1) a paper in which students completed their writing using a paper‐and‐pencil format, (2) online‐handwriting in which students viewed the prompt online and handwrote re…
Examining the assessment literacy required for interpreting score reports
This study investigated the assessment literacy required for K–12 educators to interpret score reports from a K–12 English language proficiency assessment. The assessment in concern is ACCESS for ELLs, which is an annual summative assessment that is delivered to nearly 2 million English learners (ELs) across 39 US states and territories. This study was conducted in two phases. In Phase 1, an online teacher survey, consisting of 15 items, was comp…
Assessing preschool English learners’ receptive and expressive language ability to inform instruction
This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs’ receptive and expressive language proficiencies measured using the instruments and (2) educators’ perceived usefulness of them for informing instruction. Participants were 139 preschool DLLs (M = 4;9) and 37 preschool educators from four countries (Arg…
Universal tools activation in English language proficiency assessments
English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design principles and incorporate universal tools, designed to increase accessibility for all ELs, including those with disabilities. This two-phase mixed methods study examined the extent Grades 1–12 ELs with an…
Educator perspectives on automated writing scoring and feedback for young language learners
Speaking task design and complexity and fluency features of adolescent English learners
This paper reports the results of a study designed to explore the relationships between speaking test task variables and linguistic features of spoken responses on a speaking assessment for Grade 7 multilingual English learners (age 12–13) in U.S. public schools. Speaking task responses from 30 high-proficiency test takers were transcribed and coded for 14 complexity measures and 9 fluency measures. Subsequent analyses of simple main effects indi…
Psychology (8 obras) · Mathematics education (7 obras) · Linguistics (6 obras) · Language proficiency (5 obras) · EFL/ESL Teaching and Learning (4 obras) · Reading and Literacy Development (4 obras) · Language assessment (3 obras) · Pedagogy (3 obras) · Cognition (2 obras) · Cognitive psychology (2 obras)