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Hongli Li, PhD |
Research
Grants and Sponsored Research
Li, H. (Principal investigator) The role of formative classroom assessment in students’ reading achievement. Research Initiation Grant, Georgia State University: $10,000 awarded, from July 1st 2012 to June 30th 2013.
Li, H. (Co-Principal investigator; PI: Daphne Greenberg; Co-PI: Lee Branum-Martin). Analysis of standardized reading measures and struggling adult readers. Language & Literacy Initiation Seed Grant, Georgia State University, $41,428 awarded, from July 1st 2012 to June 30th 2013.
Li, H. (Principal investigator) Evaluating language group differences in the subskills of reading using a cognitive diagnostic modeling and differential skill functioning approach. Small Grants for Doctoral Research in Second or Foreign Language Assessment, Educational Testing Service: $2,000 awarded, Jan. 2011.
Li, H. (Principal investigator) A cognitive diagnostic analysis of the MELAB reading test. Spaan Fellowship in Second or Foreign Language Assessment, English Language Institute, University of Michigan: $4,000 awarded, Dec. 2009.
Li, H., & Suen, H.K. (In press). Detecting native language group differences at the subskills level of reading: A differential skill functioning approach. Language Testing.
Li, H., & Suen, H.K. (In press). The effects of test accommodations for English Language Learners: A meta-analysis. Applied Measurement in Education.
Locke, B., McAleavey, A. , Zhao,Y., Lei, P-W., Hayes, J., Castonguay, L., Li, H., Tate, R., & Lin, Y-C. (2012). Development and initial validation of the counseling center assessment of psychological symptoms-34 (CCAPS-34). Measurement and Evaluation in Counseling and Development, 45(3), 151–169.
Li, H., & Zhong, Q., & Suen, H.K. (2012). Students’ perceptions of the impact of the College English Test. ?Language Testing in Asia, 2(3), 77–94.
Li, H., & Suen, H.K. (2012). Are test accommodations for English language learners fair? Language Assessment Quarterly, 9(3).
Li, H. (2011). A cognitive diagnostic analysis of the MELAB reading test. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 9, 17–46, English Language Institute, University of Michigan, MI.
Kim, J., Chi, Y., Huensch, A., Jun, H., Li, H., & Rouillon, V. (2010). A case study on an item-writing process: Use of test specifications, nature of group dynamics, and individual item writers’ characteristics. Language Assessment Quarterly, 7(2), 160–174.
Li, H. (2009). Are teachers teaching to the test? : A case study of the College English Test (CET) in China. International Journal of Pedagogies and Learning [Special Issue on Language Testing], 5(1), 25–36.
Suen, H.K., & Li, H. (2007). The literatus rescues the beauty: Examination heroes of China. Education and Examination, 6(1), 3–7.
Manuscripts under review
Li, H., & Suen, H.K. (Revised and resubmitted). Constructing and validating a Q-matrix for cognitive diagnostic analyses of a reading test.
Lei, P-W., & Li, H. (Under review). Small sample DIF estimation using SIBTEST, Cochran’s Z, and log-linear smoothing.
Li, H., Lei, P-W., & Pace, C. (Under review). Reading subskill differences between Students in Shanghai-China and the US: Evidence from PISA 2009.
Book chapters/Encyclopedia entries
Li, H. (2012). English language learners’ accommodations in testing. In J.A. Banks (Ed.), Encyclopedia of Diversity in Education (pp. 786-789).Thousand Oaks, CA: Sage Publications.
Suen H.K. & Li, H., (2012). Evaluation of student progress in learning. In N. M., Seel, (Ed.), Encyclopedia of the Sciences of Learning (pp. 1176-1179). New York, NY: Springer.
Suen, H.K., Lei, P.W., & Li, H. (2011). Data analysis for effective decision making. In T.J. Kehle & M.A. Bray (Eds.), Oxford Handbook of School Psychology. Oxford, UK: Oxford University Press.
Li, H. (2009). From “instructors” to “researchers”: Re-imagining faculty at a Chinese university. In G. Poole & Y. Chen (Eds.), Higher Education in East Asia Neoliberalism and the Professoriate. Rotterdam, The Netherlands: Sense Publishers.
Li, H. (2005). Oral activities based on ESL students’ specialty. In X. Wang & Q. Li. (Eds.), College English Teaching and Reform Forum. Beijing, China: China Financial and Economic Press.
Conference presentations
Li, H. (Under review). Comparing the use of the compensatory GDM and the conjunctive G-DINA model with a reading test. The Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
Li, H., Fortner, C. K., & Hunter, C. (Under review). How are school assessment and accountability policies related to student performance? : Comparison of the U.S., Canada, Shanghai-China, and Korea. The Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
Li, H. (Under review). The role of formative classroom assessment in students’ reading achievement. The Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
Li, H., Hunter, C., & Oshima, T. C. (July, 2012). Gender DIF in reading tests: A meta-analysis. Paper presented at the International Meeting of the Psychometric Society, Lincoln, NE.
Lei, P-W. & Li, H., (April, 2012). Small sample DIF estimation using log-linear smoothing with SIBTEST and Cochran’s Z. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, British Columbia, Canada.
Li, H., Van Meter, P., & Hunter, C. (April, 2012). Constructing and validating a Q-Matrix for a biology test using the Generalized-DINA model. Paper presented at the Annual Meeting of the National Council on Measurement in Education (NCME),Vancouver, British Columbia, Canada.
Cook, M., Li, H., Pun, W-H., Shaffer, S. C., Hogan, D., & Suen, H. K. (April, 2012). Developing a diagnostic test for introductory computer science courses: An application of cognitive diagnostic modeling. Paper presented at the Annual Meeting of the American Educational Research Association (AERA),Vancouver, British Columbia, Canada.
Li, H., & Lei, P-W. (April, 2012). Reading subskill differences between students in China and the US: Evidence from PISA 2009. Poster presented at the Annual Meeting of the American Educational Research Association (AERA),Vancouver, British Columbia, Canada.
Commander, N., Zabrucky, K.M., Zhao, Y., Bays, R. B., Li, H., & Agler, L. L.(April, 2012). Cultural influences on metacognition: Differences in American and Chinese students’ assessments of understanding of text and test readiness. Paper presented at the College Literacy & Learning/SIG International Reading Association, Chicago, IL.
Li, H., & Suen, H.K. (Oct. 2010). An empirical validation of an item-skill Q-matrix for a reading test. Paper presented at the Annual Meeting of the Northeastern Educational Research Association (NERA), Rocky Hill, CT.
Li, H., Lei, P-W., & Suen, H.K., (May 2010). What if the subskills are compensatory when a non-compensatory Cognitive Diagnostic Model is used? A simulation study. Poster presented at Division D Work-In-Progress Research Gala, Annual Meeting of the American Educational Research Association (AERA), Denver, CO.
Zhao, Y., Lei, P-W., Li, H., Tate, R., &. Lin,Y. (May 2010). Developing short forms of a psychological screening measure using classical and item response theory approaches. Poster presented at Annual Meeting of the American Educational Research Association (AERA), Denver, CO.
Li, H. (Jan. 2010). Examining the factor structure of a survey on test impact perceptions with Structural Equation Modeling. Paper presented at Pennsylvania Applied Linguistics Consortium (Graduate Research Symposium), State College, PA.
Li, H., & Suen, H.K. (Oct. 2009). Comparison of test accommodation effects on English language learners and non-English Language Learners through a meta-analysis. Paper presented at Annual Meeting of Northeastern Educational Research Association (NERA), Rocky Hill, CT.
Li, H., & Suen, H.K. (April 2009). The effects of test accommodations for English language learners: A meta-analysis. Paper presented at Annual Meeting of American Educational Research Association (AERA). San Diego, CA.
Li, H., Zhong, Q., & Suen, H.K. (June 2008). Development and initial validation of a questionnaire measuring students’ perceptions of the test impact. Paper presented at the 30th Annual Language Testing Research Colloquium (LTRC), Hangzhou, China.
Li, H., (June 2008). Are teachers teaching to the test? A case study of the impact of the College English Test (CET) in China. Poster presented at the 30th Annual Language Testing Research Colloquium (LTRC), Hangzhou, China.
Kim, J., Chi, Y., Huensch, A., Jun, H., Li, H., & Rouillon, V. (Oct. 2007). A journey of the item writing process: Roles of test specifications, individual item writer characteristics, and the nature of group dynamics. Paper presented at the 9th Annual Conference of Midwest Association of Language Testers (MwALT), Ann Arbor, MI.
Li, H. (Sept. 2006). A washback study on the writing section of the College English Test in China. Paper presented at the 8th Annual Conference of Midwest Association of Language Testers (MwALT), Champaign, IL.
Teaching