Guangming Ling
The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents
Y Jia, N Way, G Ling, H Yoshikawa, X Chen, D Hughes, X Ke, Z Lu
Child development 80 (5), 1514-1530, 2009
Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements
JA Rios, G Ling, R Pugh, D Becker, A Bacall
Educational Researcher 49 (2), 80-89, 2020
Validity and fairness of state standards-based assessments for English language learners
JW Young, Y Cho, G Ling, F Cline, J Steinberg, E Stone
Educational assessment 13 (2-3), 170-192, 2008
Skill levels and gains in university STEM education in China, India, Russia and the United States
P Loyalka, OL Liu, G Li, E Kardanova, I Chirikov, S Hu, N Yu, L Ma, F Guo, ...
Nature human behaviour 5 (7), 892-904, 2021
Is a computerized adaptive test more motivating than a fixed-item test?
G Ling, Y Attali, B Finn, EA Stone
Applied psychological measurement 41 (7), 495-511, 2017
A study on the impact of fatigue on human raters when scoring speaking responses
G Ling, P Mollaun, X Xi
Language Testing 31 (4), 479-499, 2014
Computer science skills across China, India, Russia, and the United States
P Loyalka, OL Liu, G Li, I Chirikov, E Kardanova, L Gu, G Ling, N Yu, ...
Proceedings of the National Academy of Sciences 116 (14), 6732-6736, 2019
A multi-level modeling approach to investigating students’ critical thinking at higher education institutions
K Roohr, M Olivera-Aguilar, G Ling, S Rikoon
Assessment & Evaluation in Higher Education 44 (6), 946-960, 2019
Writing motivation: A validation study of self-judgment and performance
G Ling, N Elliot, JC Burstein, DF McCaffrey, CA MacArthur, S Holtzman
Assessing Writing 48, 100509, 2021
Using the standardized letters of recommendation in selection: Results from a multidimensional Rasch model
OL Liu, J Minsky, G Ling, P Kyllonen
Educational and Psychological Measurement 69 (3), 475-492, 2009
Do TOEFL iBT® Scores Reflect Improvement in English‐Language Proficiency? Extending the TOEFL iBT Validity Argument
G Ling, DE Powers, RM Adler
ETS Research Report Series 2014 (1), 1-16, 2014
English‐as‐a‐second‐language programs for matriculated students in the United States: An exploratory survey and some issues
G Ling, MK Wolf, Y Cho, Y Wang
ETS Research Report Series 2014 (2), 1-19, 2014
Does it matter whether one takes a test on an iPad or a desktop computer?
G Ling
International Journal of Testing 16 (4), 352-377, 2016
Exploring Relationships between Writing & Broader Outcomes with Automated Writing Evaluation.
J Burstein, D McCaffrey, B Beigman Klebanov, G Ling
Grantee Submission, 2017
Examining the validity and fairness of a state standards-based assessment of English-language arts for deaf or hard of hearing students
J Steinberg, F Cline, G Ling, L Cook, N Tognatta
Journal of Applied Testing Technology, 1-33, 2009
Examining the validity of standards-based assessments for initially fluent students and former English language learners
JW Young, J Steinberg, F Cline, E Stone, M Martiniello, G Ling, Y Cho
Educational Assessment 15 (2), 87-106, 2010
Using the Major Field Test for a bachelor's degree in business as a learning outcomes assessment: Evidence from a review of 20 years of institution-based research
G Ling, J Bochenek, K Burkander
Journal of Education for Business 90 (8), 435-442, 2015
Are TOEFL iBT® writing test scores related to keyboard type? A survey of keyboard-related practices at testing centers
G Ling
Assessing Writing 31, 1-12, 2017
Why the major field test in business does not report subscores: Reliability and construct validity evidence
G Ling
ETS Research Report Series 2012 (1), i-26, 2012
Is writing performance related to keyboard type? An investigation from examinees’ perspectives on the TOEFL iBT
G Ling
Language Assessment Quarterly 14 (1), 36-53, 2017
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