Shin, S.-Y., & Lidster, R. (2016). Evaluating standard setting methods in an ESL placement testing context. Language Testing. DOI: 10.1177/0265532216646605
Joaquin, A., Kim, H., & Shin, S.-Y. (2016). Examining prewriting strategies in L2 Writing: Do They Really Work? ASIAN EFL Journal, 18(2), 156-189.
Shin, S.-Y., Lidster, R., Sabraw, S., & Yeager, R. (2016). The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research, 20, 366-386.
Ewert, D., & Shin, S.-Y. (2015). Examining instructors’ conceptualizations and challenges in designing a data-driven rating scale for a reading-to-write task. Assessing Writing, 26, 38-50.
Su, Y., & Shin, S.-Y. (2015). Test Review: The New HSK. Iranian Journal of Language Testing, 5, 91-103.
Shin, S.-Y., & Ewert, D. (2015). What accounts for integrated reading-to-write task scores? Language Testing, 32, 259-281.
Bardovi-Harlig, K., & Shin, S.-Y. (2014). Expanding traditional testing measures with tasks from L2 pragmatics research. Iranian Journal of Language Testing, 4, 26-49.
Shin, S.-Y. (2013). Developing a framework for using E-portfolios as a research and assessment tool. ReCALL, 25, 359-372.
Montee, M., Bach, A., Donovan, A., & Thompson, L. (2013). LCTL teachers’ assessment knowledge and practices: An exploratory study. Journal of the National Council of Less Commonly Taught Languages, 13, 1-31
Shin, S.-Y. (2008). Examining the construct validity of a web-based academic listening test: an investigation of the effects of constructed response formats in a listening test. The Spaan Fellowship Working Papers in Second or Foreign Language, 6, 95-129. English Language Institute. University of Michigan.
Lidster, R., & Shin, S.-Y. (2015, March). Developing and validating achievement-based assessments of student learning outcomes in an Intensive English Program. Paper presented at Language Testing Research Colloquium (LTRC), Toronto, Canada.
Shin, S.-Y., & Choi, J. (2015, March). Modeling the relationship between social-psychological factors and L2 proficiency among Chinese learners of Korean. Paper presented at American Association for Applied Linguistics (AAAL), Toronto, Canada.
Joaquin, A., Kim, H., & Shin, S.-Y. (2015, March). Examining prewriting strategies in L2 Writing: Do They Really Work? Paper presented at Teachers of English to Speakers of Other Languages (TESOL), Toronto, Canada.