Welcome!Welcome! Welcome to the website for the Language Assessment Lab at Indiana University. Directed by Dr. Sun-Young Shin, the Language Assessment Lab (or LAL) is devoted to the understanding and advancing of theory,...

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Trip to MwALTTrip to MwALT           We Language Testing Lab folks went to the University of Illinois at Urbana-Champaign to attend the annual MwALT conference held on October 5-6th. The...

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SLRFSLRF                 Dr. Shin and Ryan Lidster presented their work, “Dictogloss as dynamic assessment?” at Second Language Research Forum...

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AAAL (2013, Dallas, TX)AAAL (2013, Dallas, TX) American Association for Applied Linguistics (AAAL) 2013, Dallas, TX Dr. Shin, Ryan, and our former LAL members Stacy and Rebecca presented their recent research project on The influence of the learners’...

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MwALT 2013 at MSUMwALT 2013 at MSU Dr. Shin, Ryan, and our former LAL members, Rebecca and Stacy presented their papers on “The Effects of L2 Proficiency Differences in Pairs on Idea Units in a Collaborative Text Reconstruction Task”...

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Shin, S.-Y., & Lidster, R. (revised and resubmitted). Evaluating standard setting methods in an ESL placement testing context.

Long, A., Shin, S.-Y., Geeslin, K., & Willis, E. (revised and resubmitted). Does the test work? Evaluating a web-based language placement test.

Shin, S.-Y.  (revised and resubmitted). The effects of test task and pairing type on heritage and non-heritage Korean learners’ speaking performance.

Joaquin, A., Kim, H., & Shin, S.-Y. (forthcoming, 2016) Examining prewriting strategies in L2 Writing: Do They Really Work? ASIAN EFL Journal.

Ewert, D., & Shin, S.-Y. (forthcoming, 2015). Examining instructors’ conceptualizations and challenges in designing a data-driven rating scale for a reading-to-write task.  Assessing Writing.

Su, Y., & Shin, S.-Y. (forthcoming, 2015). The New HSK (The New Chinese Proficiency Test) Test Review. Iranian Journal of Language Testing.

Shin, S.-Y., Lidster, R., Sabraw, S., & Yeager, R. (online first, 2015). The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research. DOI: 10.1177/1362168814567888.

Shin, S.-Y., & Ewert, D. (2015). What accounts for integrated reading-to-write task scores? Language Testing, 32(2), 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(1), 26-49.

Shin, S.-Y. (2013). Developing a framework for using E-portfolios as a research and assessment tool. ReCALL, 25(3), 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. (2010). The functions of code-switching in a Korean Sunday school. Heritage Language Journal, 7(1), 91-116.

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.


Conference Presentations:

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.