- 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.,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., Lei, P-W., & 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., & 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.
Lei, P-W., & Li, H. (2013). Small sample DIF estimation using SIBTEST, Cochran’s Z, and log-linear smoothing. Applied Psychological Measurement, 37(5), 397-416.
Li, H., & Suen, H.K. (2013). Constructing and validating a Q-matrix for cognitive diagnostic analyses of a reading test. Educational Assessment, 18(1), 1-25.
Li, H., & Suen, H.K. (2012). The effects of test accommodations for English language learners: A meta-analysis. Applied Measurement in Education, 25(4), 327-346.
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), 293–309.
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.
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.