Shangchao Min
Biographic Data
| ID | 6361415 |
|---|---|
| NAME | Shangchao Min |
| GIVEN NAMES | Shangchao |
| FAMILY NAME | Min |
| SIGNATURE | MIN S |
| AFFILIATIONS | Zhejiang University |
| ORCID | 0000-0002-2039-9691 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Correlation
This entry first presents the scatterplot, which offers a visual representation of the direction and magnitude of correlation coefficients. Then, it moves on to introduce different types of correlation, factors affecting correlation, and guidelines for interpreting correlation coefficients. It concludes with a discussion on the use of correlation, from simple bivariate relationships to more complex models such as the cross‐lagged panel design and…
Human or Machine? Evaluating Second Language Speaking Performance in Paired Discussions with a Large Language Model-Driven Spoken Dialogue System vs. a Human Interlocutor
The use of large language models (LLMs) in language assessment, particularly in spoken dialogue systems (SDSs) for assessing speaking, remains at an early stage. This study explored the use of an LLM-driven SDS to assess second language speaking ability. Using a within-participant design, we compared the paired discussion performance of 30 participants interacting with a self-built LLM-driven SDS (E-Talk) versus a human interlocutor, focusing on …
The human–machine correlation in automated speech evaluation
This three-level meta-analysis investigated the human–machine correlation of automated speech evaluation (ASE) systems. Sixty-seven studies representing 392 effect sizes were included. The results indicated a positive overall correlation ( r = .654, p r = .784), followed by overall speaking proficiency ( r = .686), fluency ( r = .618), pronunciation ( r = .606), content ( r = .574), and grammar and vocabulary ( r = .499). A clear upward trend was…
Exploring L2 learner engagement in spoken English practices with a GenAI-powered chatbot
Exploring the Use of Chatbots in EFL Argumentative Writing
The present study aims to explore the effects of chatbot‐assisted dynamic assessment (CA‐DA) and chatbot‐assisted non‐dynamic assessment (CA‐NDA) on learners’ argumentative writing performance. Forty‐nine Chinese English as a foreign language (EFL) undergraduate students participated in the study and were assigned to three groups, including CA‐DA, CA‐NDA, and a comparison group. Using data collected from an argumentative essay writing test, quest…
Investigating differential item functioning across interaction variables in listening comprehension assessment
A shortened test is feasible
This paper evaluates the multistage adaptive test (MST) design of a large-scale academic language assessment (ACCESS) for Grades 1–12, with an aim to simplify the current MST design, using both operational and simulated test data. Study 1 explored the operational population data (1,456,287 test-takers) of the listening and reading tests of MST ACCESS in the 2018–2019 school year to evaluate the MST design in terms of measurement efficiency and pr…
Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time
This study explored the interplay between content knowledge and reading ability in a large-scale multistage adaptive English for academic purposes (EAP) reading assessment at a range of ability levels across 1–12 graders. The datasets for this study were item-level responses to the reading tests of ACCESS for ELLs Online 2.0. A sample of 10,000 test takers were each time randomly drawn from the test-taking population at five grade clusters withou…
Developing individualized feedback for listening assessment
In this study, we present the development of individualized feedback for a large-scale listening assessment by combining standard setting and cognitive diagnostic assessment (CDA) approaches. We used the performance data from 3,358 students’ item-level responses to a field test of a national EFL test primarily intended for tertiary-level EFL learners. The results showed that proficiency classifications and subskill mastery classifications were ge…
Bridging local needs and national standards
Local language tests are an arena where national language standards can be operationalized to create a hub for integrating assessment results and language support. Few studies, however, have examined the operationalization of national standards in local language assessment contexts. In this study, we proposed a model to present the integration of national standards in local contexts to guide assessment, teaching, and learning. Using this model, w…
Diagnosing listening and reading skills in the Chinese EFL context
A systematic review of item response theory in language assessment
A comparative study of the effects of L1 and L2 prewriting discussions on L2 writing performance
Test fairness
Applying unidimensional and multidimensional item response theory models in testlet-based reading assessment
This study examined the relative effectiveness of the multidimensional bi-factor model and multidimensional testlet response theory (TRT) model in accommodating local dependence in testlet-based reading assessment with both dichotomously and polytomously scored items. The data used were 14,089 test-takers’ item-level responses to the testlet-based reading comprehension section of the Graduate School Entrance English Exam (GSEEE) in China administ…
Applying unidimensional and multidimensional item response theory models in testlet-based reading assessment
This study examined the relative effectiveness of the multidimensional bi-factor model and multidimensional testlet response theory (TRT) model in accommodating local dependence in testlet-based reading assessment with both dichotomously and polytomously scored items. The data used were 14,089 test-takers’ item-level responses to the testlet-based reading comprehension section of the Graduate School Entrance English Exam (GSEEE) in China administ…
Test fairness
A systematic review of item response theory in language assessment
A comparative study of the effects of L1 and L2 prewriting discussions on L2 writing performance
Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time
This study explored the interplay between content knowledge and reading ability in a large-scale multistage adaptive English for academic purposes (EAP) reading assessment at a range of ability levels across 1–12 graders. The datasets for this study were item-level responses to the reading tests of ACCESS for ELLs Online 2.0. A sample of 10,000 test takers were each time randomly drawn from the test-taking population at five grade clusters withou…
Developing individualized feedback for listening assessment
In this study, we present the development of individualized feedback for a large-scale listening assessment by combining standard setting and cognitive diagnostic assessment (CDA) approaches. We used the performance data from 3,358 students’ item-level responses to a field test of a national EFL test primarily intended for tertiary-level EFL learners. The results showed that proficiency classifications and subskill mastery classifications were ge…
Bridging local needs and national standards
Local language tests are an arena where national language standards can be operationalized to create a hub for integrating assessment results and language support. Few studies, however, have examined the operationalization of national standards in local language assessment contexts. In this study, we proposed a model to present the integration of national standards in local contexts to guide assessment, teaching, and learning. Using this model, w…
Diagnosing listening and reading skills in the Chinese EFL context
Investigating differential item functioning across interaction variables in listening comprehension assessment
A shortened test is feasible
This paper evaluates the multistage adaptive test (MST) design of a large-scale academic language assessment (ACCESS) for Grades 1–12, with an aim to simplify the current MST design, using both operational and simulated test data. Study 1 explored the operational population data (1,456,287 test-takers) of the listening and reading tests of MST ACCESS in the 2018–2019 school year to evaluate the MST design in terms of measurement efficiency and pr…
Exploring the Use of Chatbots in EFL Argumentative Writing
The present study aims to explore the effects of chatbot‐assisted dynamic assessment (CA‐DA) and chatbot‐assisted non‐dynamic assessment (CA‐NDA) on learners’ argumentative writing performance. Forty‐nine Chinese English as a foreign language (EFL) undergraduate students participated in the study and were assigned to three groups, including CA‐DA, CA‐NDA, and a comparison group. Using data collected from an argumentative essay writing test, quest…
Correlation
This entry first presents the scatterplot, which offers a visual representation of the direction and magnitude of correlation coefficients. Then, it moves on to introduce different types of correlation, factors affecting correlation, and guidelines for interpreting correlation coefficients. It concludes with a discussion on the use of correlation, from simple bivariate relationships to more complex models such as the cross‐lagged panel design and…
Human or Machine? Evaluating Second Language Speaking Performance in Paired Discussions with a Large Language Model-Driven Spoken Dialogue System vs. a Human Interlocutor
The use of large language models (LLMs) in language assessment, particularly in spoken dialogue systems (SDSs) for assessing speaking, remains at an early stage. This study explored the use of an LLM-driven SDS to assess second language speaking ability. Using a within-participant design, we compared the paired discussion performance of 30 participants interacting with a self-built LLM-driven SDS (E-Talk) versus a human interlocutor, focusing on …
The human–machine correlation in automated speech evaluation
This three-level meta-analysis investigated the human–machine correlation of automated speech evaluation (ASE) systems. Sixty-seven studies representing 392 effect sizes were included. The results indicated a positive overall correlation ( r = .654, p r = .784), followed by overall speaking proficiency ( r = .686), fluency ( r = .618), pronunciation ( r = .606), content ( r = .574), and grammar and vocabulary ( r = .499). A clear upward trend was…
Exploring L2 learner engagement in spoken English practices with a GenAI-powered chatbot
Psychology (10 works) · Computer Science (7 works) · Linguistics (6 works) · Mathematics education (6 works) · Active listening (5 works) · EFL/ESL Teaching and Learning (5 works) · Psychometric Methodologies and Testing (5 works) · Developmental psychology (4 works) · Educational and Psychological Assessments (4 works) · Item response theory (4 works)