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, 2001
B.A. in English for science and technology, Xi’an Jiaotong University, 1998
Hongli Li is a 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 test validity and fairness, and how testing influences teaching and learning (cognitive diagnostic modeling and formative assessment). Her most recent work includes peer assessment and measurement issues in the online learning environment.
Her articles have appeared in refereed journals such as Applied Psychological Measurement; Educational Measurement: Issues and Practice; Applied Measurement in Education; Educational Assessment; Assessment and Evaluation in Higher Education; Assessment in Education: Principles, Policy and Practice; School Effectiveness and School Improvement; Educational Research and Evaluation; Language Testing; and Language Assessment Quarterly.
Li’s research has been supported by the Spencer Foundation, among other sources. She was also a co-investigator for the Center for the Study of Adult Literacy project. At Georgia State University, she teaches structural equation modeling, item response theory, hierarchical linear modeling, and other measurement and quantitative methods courses. She received the AERA Division H Outstanding Publication Award in the assessment and accountability category in 2019 and the College of Education & Human Development’s Outstanding Faculty Research Award in 2022.
Li, H., Hunter, C. V., and Bialo, J. A. (2022). “A Revisit of Zumbo’s Third Generation of DIF: Are We There Yet?” Language Assessment Quarterly, 19(1), 27–53.
Li, H., Bialo, J. A., Xiong, Y., Hunter, C. V., and Guo, X. (2021). “Effects of Peer Assessment on Student’s Non-Cognitive Outcomes.” Applied Measurement in Education, 34(3), 179–203.
Li, H., Kim, M. K., and Xiong, Y. (2020). “Individual Learning vs. Interactive Learning: A Cognitive Diagnostic Analysis of MOOC Students’ Learning Behaviors.” American Journal of Distance Education, 34(2), 121–136.
Li, H., Xiong, Y., Hunter, C. V., Guo, X., and Tywoniw, R. L. (2020). “Does Peer Assessment Promote Student Learning? A Meta-Analysis.” Assessment and Evaluation in Higher Education, 45(2), 193–211.
Li, H., Liu, J., and Hunter, C. V. (2020) “A Meta-Analysis of the Factor Structure of the Classroom Assessment Scoring System.” Journal of Experimental Education, 88(2), 265–287.
Li, H., and Xiong, Y. (2018). “The Relationship Between Test Preparation and State Test Performance: Evidence from the Measure of Effective Teaching (MET) Project.” Educational Policy Analysis Archives, 26(64).
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 and 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 her Google Scholar page.