As part of its nonprofit mission, ETS conducts and disseminates the results of research to advance quality and equity in education and assessment for the benefit of ETS' constituents and the field ETS Research Memorandums provide limited dissemination of ETS research. Abstract This paper describes research on stereotype threat by my colleagues and me. One aim was to document its effects on oper...

This study constitutes an attempt to see what Language assessment literacy (LAL) isfor three groups of stakeholders, namely LAL test developers, LAL instructors, andLAL test-takers. The perceptions of the former group were derived from the contentanalysis of the latest version of the LAL test, and those of the latter 2 groups wereassessed through a survey designed by the researcher. Participant...

Research suggests that multimedia and individualization of instruction are both effective ways to teach new material. This paper describes the integration of information about individual student cognitive characteristics into an intelligent tutor for high school geometry. The tutor presents a breadth of geometry problems with multimedia animations, embeds problems in narrative and fantasy and s...

Abstract High-stakes language tests are used around the world as a gatekeeping tool under internationalization of higher education. However, predictable aspect high-stakes is seldom discussed, especially from students’ perspectives. This study aims to address this gap by aiming better understand how certain factors and conditions contribute predictability issue IELTS perspectives within context...

A strong body of evidence reveals that quizzing students using low stakes assessments enhances learning and retention compared to not quizzing. In regards to learning and retention, the way in which students are quizzed is also important. Recall or retrieval practice has shown to enhance learning and increase retention compared to recognition quizzing. The current study evaluated the used of lo...