- Ph.D. in educational psychology, Pennsylvania State University, 2011
M.A. in teaching English as a second language, University of Illinois at Urbana–Champaign, 2007
M.Ed. in international business, Dongbei University of Finance and Economics, 2011
B.A. in English for science and technology, Xi’an Jiaotong University, 1998
- Cognitive diagnostic assessment and formative assessment
Test accommodations for English language learners and special populations
Assessment of reading comprehension
Large-scale international tests
Hongli Li is an assistant professor in the Department of Educational Policy Studies at Georgia State University.
She graduated from the Pennsylvania State University in 2011 with a Ph.D. in educational psychology specializing in educational measurement.
Her primary research areas are applied measurement and quantitative methods in education. In particular, she is interested in how testing influences teaching and learning (cognitive diagnostic modeling and formative assessment), test accommodations, assessment of reading comprehension and large-scale international tests.
Her articles have appeared in refereed journals such as Applied Psychological Measurement, Applied Measurement in Education, Educational Assessment, Educational Research and Evaluation, Language Testing, and Language Assessment Quarterly.
At Georgia State University, she teaches Quantitative Methods and Analysis I, Structural Equation Modeling and Hierarchical Linear Modeling. She is a Co-investigator for the Center for the Study of Adult Literacy (CSAL) Project.
Li, H. (2014). “The effects of the read-aloud accommodations for students with and without disabilities: A meta-analysis.” Educational Measurement: Issues and Practice, 33(3), 3-16.
Li, H., Fortner, C. K., and Lei*, X. (2014, online first). “Relationships between the use of test results and students’ academic performance.” School Effectiveness and School Improvement. DOI:10.1080/09243453.2014.898662.
Li, H., and Suen, H.K. (2013). “Detecting native language group differences at the subskills level of reading: A differential skill functioning approach.” Language Testing, 30(2), 273-298.
Li, H., Lei, P-W., and Pace*, C. (2013). “Reading subskill differences between students in Shanghai-China and the US: Evidence from PISA 2009.” Educational Research and Evaluation, 19(6), 490-509.
Li, H., and Suen, H.K. (2012). “Are test accommodations for English language learners fair?” Language Assessment Quarterly, 9(3), 293–309.
For more details on Li’s work, visit http://gsu.academia.edu/HongliLi.