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*Buono, S., & Jang, E. E. (2020). The effect of linguistic factors on assessment of English language learners’ mathematical ability: A differential item functioning analysis. Educational Assessment, 1-20. DOI: 

Jang, E. E., Kim, H., Vincett, M., Barron, C., & Russell, B. (2019). Improving IELTS reading test score interpretations and utilization through cognitive diagnosis model-based skill profiling. IELTS Research Reports Online Series, No. 2. British Council, Cambridge Assessment English, and IDP: IELTS Australia.

Jang, E. E., Vincett, M., van der Boom, E. H., Lau, C., & Yang, Y. (2017). Considering young learners’ characteristics in developing a diagnostic assessment intervention. In M. K. Wolf & Y. G. Butler (Eds.), English language proficiency assessments for young learners (pp. 193-213). Routledge.

Jang, E. E. (2016). Cognitive aspects of language assessment through reading processes. In E. Shohamy & I. Or (Eds.), The encyclopedia of language and education, Vol. 7. Springer.

Jang, E. E., Dunlop, M., Park, G., & van der Boom, E. (2015). Mediation of goal orientations and perceived ability on junior students’ responses to diagnostic feedback. Language Testing, 32(3), 299-316.

Jang, E. E. (2014). Focus on assessment. Oxford University Press.

Jang, E. E., & Wagner, M. (2014). Diagnostic feedback in language classroom. In A. Kunnan (Ed.), Companion to language assessment, Vol. II (pp. 693-711). Wiley-Blackwell.

Jang, E. E., Wagner, M., & Park, G. (2014). Mixed methods research in language testing and assessment. Annual Review of Applied Linguistics, 34, 1-31.

Jang, E. E., Dunlop, M., Wagner, M., Kim, Y.-H., & Gu, Z. (2013). Elementary school ELLs’ reading skill profiles using cognitive diagnosis modeling: Roles of length of residence and home language environment. Language Learning, 63(3), 400-436.

Jang, E. E. (2012). Diagnostic assessment in classrooms. In G. Fulcher & F. Davidson (Eds.), The Routledge handbook of language testing in a nutshell (pp. 120-134). Abingdon, England: Routledge.

Kunnan, A., & Jang, E. E. (2009). Diagnostic feedback in language testing. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 610-625). Blackwell Publishing.

Jang, E. E. (2009). Using think-aloud protocols to understand elementary school students’ cognitive strategy use in literacy and numeracy tasks. In C. Rolheiser (Ed.), Partnerships for professional learning: Literacy and numeracy initiatives (pp. 34-42). Toronto, ON: OISE Initial Teacher Education Program.

Jang, E. E. (2014). Assessing English language learners in K-12 schools. Education Matter, 2(1), 72-80.

Wagner, M., & Jang, E. E. (2013). Maximizing diagnostic feedback in second language classrooms. Contact, 39(1), 22-27.

Chun, C., & Jang, E. E. (2012). Dialogic encounters with early readers through mediated think-alouds. Language and Literacy, 14(3), 61-82.

Starkey, J., & Jang, E. E. (2012). Assessing English language learners in content learning contexts. Queen’s Education Letter, 14-16.

Cassar, A. G., & Jang, E. E. (2010). Investigating the effects of a game-based approach in teaching word recognition and spelling to LD students with attention issues. Australian Journal of Learning Difficulties, 15(2), 193-211.

Jang, E. E. (2010). Demystifying a Q-matrix for making diagnostic inferences about L2 reading skills: The author responds. Language Assessment Quarterly, 7, 116-117.

Jang, E. E. (2010). Thinking on think-alouds. American Educational Research Association Division D Newsletter, 19(2), 9.

Jang, E. E. (2009). Demystifying a Q-matrix for making diagnostic inferences about L2 reading skills. Language Assessment Quarterly, 6, 210-238.

Jang, E. E., & Roussos, L. (2009). Integrative analytic approach to detecting and interpreting L2 vocabulary DIF. International Journal of Testing, 9(3), 238-259.

Kim, Y-H, & Jang, E. E. (2009). Differential functioning of reading subskills on the OSSLT for L1 and ELL students: A multidimensionality model-based DBF/DIF approach. Language Learning, 59(4), 825-865.

Jang, E. E. (2009). Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for applying Fusion Model to LanguEdge assessment. Language Testing, 26(1), 31-73.

Roussos, L., DiBello, L., Henson, R., Jang, E. E., & Templin, J. (2009). Skills diagnosis for education and psychology with IRT-based parametric latent class models. In S. E. Embretson & J. Roberts (Eds.), New directions in psychological measurement with model-based approaches (pp. 35-69). Washington, DC: American Psychological Association.

Jang, E. E. (2008). A framework for cognitive diagnostic assessment. In C. A. Chapelle, Y.‐R. Chung, & J. Xu (Eds.), Towards adaptive CALL: Natural language processing for diagnostic language assessment (pp. 117‐131). Ames, IA: Iowa State University.

Schwandt, T., & Jang, E. E. (2004). Linking validity and ethics in language testing: Insights from the hermeneutic turn in social science. Studies in Educational Evaluation. 30(4), 265-280.