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Hongli Li

Associate Professor    ,
Education

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

Specializations

Educational Assessment
Psychometrics
Quantitative Methods

Biography

Hongli Li is an associate professor in the Department of Educational Policy Studies at Georgia State University. She graduated from the Pennsylvania State University 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 measurement validity, and how testing influences teaching and learning (cognitive diagnostic modeling and formative assessment). Her most recent work includes peer assessment, measurement issues in the online learning environment, and data mining.

Her articles have appeared in refereed journals such as Applied Psychological Measurement; Educational Measurement: Issues and Practice; Applied Measurement in Education; Educational Assessment; Assessment & Evaluation in Higher Education; Assessment in Education: Principles, Policy & Practice; School Effectiveness and School Improvement; Educational Research and Evaluation; Language Testing; and Language Assessment Quarterly.

Her research is currently supported by the Spencer Foundation, among other sources. She is also a co-investigator for the Center for the Study of Adult Literacy (CSAL) Project. At Georgia State University, she teaches structural equation modeling, item response theory, hierarchical linear modeling, and other measurement and quantitative methods courses.

Publications

Representative Publications

Li, H., Qi, Q., and Lei, P-W. (2017). “An examination of instructional sensitivity of TIMSS items: A hierarchical differential item functioning approach.” Educational Assessment, 22(1), 1-17.

Li, H. (2016). “How is formative classroom assessment related to students’ reading achievement? Findings from PISA 2009.” Assessment in Education: Principles, Policy & Practice. 23(4), 473-494.

Lei, P-W., and Li, H. (2016). “Performance of fit indices in choosing correct cognitive diagnostic models and Q-matrices.” Applied Psychological Measurement, 40(6), 405-417.

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., 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.

For more details on Li’s work, visit http://gsu.academia.edu/HongliLi or her Google Scholar page.