Erik Voss

Erik Voss
Columbia University | CU · Department of Arts and Humanities

Doctor of Philosophy

About

19
Publications
2,779
Reads
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145
Citations
Citations since 2017
13 Research Items
137 Citations
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201720182019202020212022202305101520253035
201720182019202020212022202305101520253035
Introduction
Erik Voss is a lecturer at Teachers College, Columbia University in New York City. His research interests include second language assessment and technology, language assessment validation research, corpus linguistics and natural language processing.

Publications

Publications (19)
Chapter
Language tests play pivotal roles in education, research on learning, and gate-keeping decisions. The central concern for language testing professionals is how to investigate whether or not tests are appropriate for their intended purposes. This book introduces an argument-based validity framework to help with the design of research that investigat...
Chapter
Language tests play pivotal roles in education, research on learning, and gate-keeping decisions. The central concern for language testing professionals is how to investigate whether or not tests are appropriate for their intended purposes. This book introduces an argument-based validity framework to help with the design of research that investigat...
Chapter
Language tests play pivotal roles in education, research on learning, and gate-keeping decisions. The central concern for language testing professionals is how to investigate whether or not tests are appropriate for their intended purposes. This book introduces an argument-based validity framework to help with the design of research that investigat...
Article
The online placement test for the Community English Language Program (CLP) at Teachers College, Columbia University has been administered in a computer lab since 2015. While most of the components of this placement exam system are online, including registration, exam delivery, scoring, and score reporting, the COVID-19 pandemic elevated the need to...
Chapter
Interest in flipped learning in English language teaching is likely due to the many benefits that flipped learning offers English as a Second Language (ESL) students and instructors, as discussed in research and pedagogically-oriented scholarship. The ability to develop independent active learners while having more time to provide individual feedba...
Chapter
This chapter focuses on flipping academic listening and speaking based on the basic principles that were introduced in the first three chapters. After discussing skills that are taught in an academic listening and speaking course, one of the authors (Erik) describes his experiences flipping three different topics in this course. Drawing from the th...
Chapter
A common concern instructors have about flipped learning is the issue of accountability. They worry that if students do not interact at all with content before class, they will be unprepared to engage in collaborative activities in class. Indeed, holding students accountable for completing work before class is even more important when instructors f...
Chapter
Some instructors may be interested in trying a new teaching method but feel unsure about where to start. The good news is that flipped learning methodology shares similarities with current student-centered approaches to teaching English as a second language, particularly communicative language teaching (CLT). We begin this chapter by exploring how...
Chapter
In the first three chapters, we laid the foundation for implementing the basic principles of flipped learning. In this chapter, we focus more specifically on our experiences teaching academic reading and writing. We begin with a brief description of the skills that are typically covered in the academic reading and writing course that one of the aut...
Chapter
In the first three chapters, we discussed flipped learning and academic learning at the university, explored connections between language learning and flipped learning, and suggested ways to hold students accountable and assess their learning. In Chaps. 4 and 5, we described how we transitioned from traditional teaching to flipping through three ex...
Chapter
From the time that computer technology became affordable and powerful enough for use in the classroom, teachers and researchers began searching for ways to make language assessment faster through automation and more effective through innovation. Testing companies have been leading the way with computer‐based standardized language testing. Many scho...
Chapter
This entry presents an overview of the past, present, and future of technology use in language assessment, also called computer-assisted language testing (CALT), with a focus on technology for delivering tests and processing test takers’ linguistic responses. The past developments include technical accomplishments that contributed to the developmen...
Article
This review article provides an analysis of the research from the last two decades on the theme of technology and second language assessment. Based on an examination of the assessment scholarship published in Language Learning & Technology since its launch in 1997, we analyzed the review articles, research articles, book reviews, and commentaries a...
Chapter
This entry presents an overview of the past, present, and future of technology use in language assessment, also called computer-assisted language testing (CALT), with a focus on technology for delivering tests and processing test takers’ linguistic responses. The past developments include technical accomplishments that contributed to the developmen...
Chapter
The evaluation of language assessments and tests is introduced as validation—the justification of the interpretations and uses of testing outcomes. A variety of approaches to validation have appeared over the past decades in the published language-testing research, and therefore the professional literature contains a variety of analytic frameworks,...

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