Spiros Papageorgiou
Biographic Data
| ID | 8903188 |
|---|---|
| NAME | Spiros Papageorgiou |
| GIVEN NAMES | Spiros |
| FAMILY NAME | Papageorgiou |
| SIGNATURE | PAPAGEORGIOU S |
| AFFILIATIONS | Educational Testing Service |
| ORCID | 0000-0002-7940-3472 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Lado, Robert
Born to Spanish immigrant parents, Robert Lado (1915–95) had a personal and a political interest in the teaching of English (Kramsch, 2007).
Reflections on the Practical Implementation of Knoch and Fan’s (2024) Good Practice Principles for Score Concordance Studies
When different tests are used for the same purpose, score requirements should be comparable so that examinees cannot obtain an unfair advantage simply because of the test they chose. Drawing on our experience conducting a large-scale concordance study to allow for an empirical comparison of IELTS Academic and TOEFL iBT test scores, we review Knoch and Fan’s evaluative framework, explore methodological best practices and challenges, and offer futu…
Can language test providers do more to support Open Science? A response to Winke
In this letter, I first present examples of the adoption of Open Science by the language assessment industry. I then discuss some of the inevitable challenges language assessment professionals face as they continue to adopt Open Science
Evaluating subscore uses across multiple levels
Stakeholders of language tests are often interested in subscores. However, reporting a subscore is not always justified; a subscore should provide reliable and distinct information to be worth reporting. When a subscore is used for decisions across multiple levels (e.g., individual test takers and schools), it needs to be justified for its reliability and distinctiveness at every relevant level. In this study, we examined whether reporting seven …
Issues in aligning assessments to the Common European Framework of Reference
Author/s Spiros PapageorgiouEducational Testing Service, MI, USA ABSTRACT One of the main aims of the Common European Framework of Reference is to help providers and users of assessments “describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications” (Council of Europe 2001: 21). Providers of language assessments both inside and outside Euro…
Facilitating the interpretation of English language proficiency scores
The aim of this study was to develop, for the benefit of both test takers and test score users, enhanced TOEFL ITP ® test score reports that go beyond the simple numerical scores that are currently reported. To do so, we applied traditional scale anchoring (proficiency scaling) to item difficulty data in order to develop performance descriptors for multiple levels of each of the three sections of the TOEFL ITP. A (novel) constraint was that these…
An investigation of the use of Toefl® JuniorTM Standard scores for ESL placement decisions in secondary education
A common use of language tests is to support decisions about examinees such as placement into appropriate classes. Research on placement testing has focused on English for Academic Purposes (EAP) in higher education contexts. However, there is little research exploring the use of language tests to place students in English as a Second Language (ESL) support classes in secondary education. The present study examined the relationship between second…
Investigating the decision-making process of standard setting participants
Despite the growing interest of the language testing community in standard setting, primarily due to the use of the Common European Framework of Reference (CEFR-Council of Europe, 2001), the participants’ decision-making process in the CEFR standard setting context remains unexplored. This study attempts to fill in this gap by analyzing these participants’ group discussions during a CEFR standard setting research project. Using an inductively and…
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Investigating the decision-making process of standard setting participants
Despite the growing interest of the language testing community in standard setting, primarily due to the use of the Common European Framework of Reference (CEFR-Council of Europe, 2001), the participants’ decision-making process in the CEFR standard setting context remains unexplored. This study attempts to fill in this gap by analyzing these participants’ group discussions during a CEFR standard setting research project. Using an inductively and…
An investigation of the use of Toefl® JuniorTM Standard scores for ESL placement decisions in secondary education
A common use of language tests is to support decisions about examinees such as placement into appropriate classes. Research on placement testing has focused on English for Academic Purposes (EAP) in higher education contexts. However, there is little research exploring the use of language tests to place students in English as a Second Language (ESL) support classes in secondary education. The present study examined the relationship between second…
Facilitating the interpretation of English language proficiency scores
The aim of this study was to develop, for the benefit of both test takers and test score users, enhanced TOEFL ITP ® test score reports that go beyond the simple numerical scores that are currently reported. To do so, we applied traditional scale anchoring (proficiency scaling) to item difficulty data in order to develop performance descriptors for multiple levels of each of the three sections of the TOEFL ITP. A (novel) constraint was that these…
Issues in aligning assessments to the Common European Framework of Reference
Author/s Spiros PapageorgiouEducational Testing Service, MI, USA ABSTRACT One of the main aims of the Common European Framework of Reference is to help providers and users of assessments “describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications” (Council of Europe 2001: 21). Providers of language assessments both inside and outside Euro…
Evaluating subscore uses across multiple levels
Stakeholders of language tests are often interested in subscores. However, reporting a subscore is not always justified; a subscore should provide reliable and distinct information to be worth reporting. When a subscore is used for decisions across multiple levels (e.g., individual test takers and schools), it needs to be justified for its reliability and distinctiveness at every relevant level. In this study, we examined whether reporting seven …
Can language test providers do more to support Open Science? A response to Winke
In this letter, I first present examples of the adoption of Open Science by the language assessment industry. I then discuss some of the inevitable challenges language assessment professionals face as they continue to adopt Open Science
Lado, Robert
Born to Spanish immigrant parents, Robert Lado (1915–95) had a personal and a political interest in the teaching of English (Kramsch, 2007).
Reflections on the Practical Implementation of Knoch and Fan’s (2024) Good Practice Principles for Score Concordance Studies
When different tests are used for the same purpose, score requirements should be comparable so that examinees cannot obtain an unfair advantage simply because of the test they chose. Drawing on our experience conducting a large-scale concordance study to allow for an empirical comparison of IELTS Academic and TOEFL iBT test scores, we review Knoch and Fan’s evaluative framework, explore methodological best practices and challenges, and offer futu…
Psychology (7 works) · Mathematics education (5 works) · Language proficiency (4 works) · Student Assessment and Feedback (4 works) · Computer Science (3 works) · Language assessment (3 works) · Second Language Learning and Teaching (3 works) · Test of English as a Foreign Language (3 works) · Educational Technology and Assessment (2 works) · EFL/ESL Teaching and Learning (2 works)