Pei-Ying Lin

    Dr. Pei-Ying Lin

    Assistant Professor

    Research areas


    current practices and policies on test accommodations for students with diverse needs; pre-service teachers’ beliefs and practices of assessments; and the measurement and psychometric issues in large-scale and classroom assessments for students with special needs

    Curriculum Vitae


    Professional Degrees Papers in Refereed Journals Research Grants: Principal Investigator
    Research Interests Technical Reports Research Grants: Collaborator
    Chapters in Books Presentations at Conferences Professional Practice

    Professional Degrees

    Ph.D., Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Canada
    M.Ed., National Changhua University of Education, Changhua, Taiwan
    B.Ed., National University of Tainan, Tainan, Taiwan

    Research Interests

    • Test accommodations for students with disabilities and English language learners
    • Assessments: Large-scale and classroom assessments
    • Educational measurement and psychometrics (including item response theory: differential item functioning, multi-level measurement modeling, and latent class analysis; classical test theory)
    • Quantitative methodology
    • Language and literacy development of students with disabilities and English language learners

    Chapters in Books

    Childs, R. A. & Lin, P. Y. (2013). Preparing examinees for test taking. In K. F. Geisinger (Ed.-in-Chief), B. A. Bracken, J. F. Carlson, J. C. Hansen, N. R. Kuncel, S. P. Reise, & M. C. Rodriguez (Assoc. Eds.), APA handbooks in psychology: APA handbook of testing and assessment in psychology: Volume 3. Testing and Assessment in School Psychology and Education (pp. 445-454). Washington, DC: American Psychological Association.

    Lin, P. Y., & Childs, R. A. (2010). An analysis of orthographic processing: Alphabetic and Chinese readers’ visual-spatial concepts. In J. Chen, C. Wang, & J. Cai (Eds.). Teaching and Learning Chinese: Issues and Perspectives (pp. 257-275). Charlotte, NC: Information Age Publishing.

    Papers in Refereed Journals

    Lin, P. Y., & Lin, Y. C. (in press). Examining Student Factors in Sources of Setting Accommodation DIF. Educational and Psychological Measurement.        doi:10.1177/0013164413514053

    Lin, P. Y. (accepted). Linguistic complexity and item difficulty for accommodated students with learning disabilities: An application of multi-level measurement modeling and multivariate regression. International Journal of Educational and Psychological Assessment.

    Lin, P. Y., & Lin, Y. C. (in press). Assessment of, for, and as Learning in inclusive education. Special Education and Assistive Technology.

    Lin, Y. C., & Lin, P. Y. (2013). Bilingual word recognition: An interdisciplinary view from behavioral, developmental, cognitive neuroscience, and special education perspectives. Special Education Quarterly, 127, 23-31.

    Lin, P. Y., Lin, Y. C. (2013).  The impact of setting accommodation on large-scale assessment for English language learners with and without learning disabilities: Balanced vs. unbalanced data in latent class analyses. Journal of Studies in Education, 3 (2), 1-19. Retrieved from http://dx.doi.org/10.5296/jse.v3i2.3371

    Lin, P. Y. (2013). Assessment policy and practices: Test accommodations for students without disabilities?. eJournal of Education Policy, spring, 1-10. Retrieved from https://www4.nau.edu/cee/jep/journals.aspx?id=581

    Lin, Y. C., & Lin, P. Y. (2010). Neural networks for reading as revealed by functional brain imaging: What have we learned from Chinese dyslexic children? Research in Applied Psychology, 47, 213-236.

    Lin, P. Y. (2009). Oral language skills: Immigrant children’s listening comprehension, oral vocabulary and reading comprehension. Encyclopedia of Language and Literacy Development. London, ON: Canadian Language and Literacy Research Network. Retrieve from http://docs.cllrnet.ca/LARCIC/14%20Oral%20language%20skills%20Pei-Ying%20Lin%20Oct%2019.pdf

    Chen, X., & Lin, P. Y. (2008). Literacy interventions for Chinese children. Encyclopedia of Language and Literacy Development (pp. 1-7). London, ON: Canadian Language and Literacy Research Network. Retrieve from http://literacyencyclopedia.ca/pdfs/topic.php?topId=262

    Lin, P. Y., & Lin, Y. C. (2007). The Simple View of Reading. Special Education Forum, 2, 70-81.

    Lin, P. Y., & Lin, Y. C. (2007). The mechanisms of the brain with difficulties of listening comprehension. Special Education Quarterly, 105, 22-29.

    Lin, P. Y., & Lin, Y. C. (2006). Teaching English language learners with special needs phonological awareness skills. Journal of Special Education of National Pingtung University of Education, 12, 74-85.

    Lin, P. Y., & Lin, Y. C. (2006). Understanding children and adolescences with difficulties in listening comprehension: From physical and psychological perspectives. Journal of Child and Youth Welfare, 10, 267-284.

    Lin, P. Y. (2005). Learning strategies, cognitive styles and independent study of gifted elementary students. Journal of Gifted Education, 5(2), 107-136.

    Lin, P. Y., & Lin, Y. C. (2005). Phonological awareness and teaching strategies for children facing difficulties in listening comprehension. Yun-Chia Journal of Special Education, 2, 55-64.

    Lin, P. Y. (2005). A case study: The application of Direct Instruction Model in mathematics for Elementary mentally challenged children. Hualien Journal of Special Education, 34, 7-15.

    Lin, P. Y., & Lin, Y. C. (2005). The transition of secondary education in students with learning disabilities. Special Education Series of National Pingtung University of Education, 40(7), 185-206.

    Technical Reports

    Lin, P. Y. (2010). Test accommodations in Canadian provincial assessments: Current practices, policies, and research (Technical Report). Toronto, CA: Canadian Test Center.

     Presentations at Conferences

    Lin, P. Y. (2014, May). Teacher candidates’ beliefs about inclusive classroom assessment. Paper presented at the Canadian Society for the Study of Education, St. Catharines, Ontario, Canada.

    Lin, P. Y. (2014, April). Examining student factors in sources of DIF: An example using test accommodation data. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, Pennsylvania, US.

    Lin, P. Y. (2014, April). Test accommodation policy for students without disabilities. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, Pennsylvania, US.

    Lin, P. Y. (2013, October). Identifying teachers’ needs in inclusive classroom assessment. Paper presented at the annual working conference of the Canadian Association for Teacher Education (CATE).

    Lin, P. Y. (2013, June). Examining sources of setting accommodation DIF. Paper presented at the Canadian Society for the Study of Education, Victoria, British Columbia, Canada.

    Park, H., Lin, P. Y. (2103, June). The effects of assessment formats and content on students’ perceptions of learning science. Paper presented at the Canadian Society for the Study of Education, Victoria, British Columbia, Canada.

    Lin, P. Y., & Lin, Y. C. (2013, May). Phonological awareness of students with learning disabilities who speak English as a foreign language. Paper presented at the annual meeting of Special Education Symposium, Chaiyi, Taiwan [teleconference]. 

    Lin, P. Y. (2013, April). Setting Accommodation for students with learning disabilities. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, US.

    Lin, P. Y. (2013, March). Item difficulty for students with learning disabilities receiving setting accommodation. Paper presented at the annual meeting of the Taiwan Academy of Learning Disabilities, Kaohsiung, Taiwan [teleconference]. 

    Lin, P. Y. (2012, May). Linguistic complexity and item difficulty. Paper presented at the Canadian Society for the Study of Education, Waterloo, Ontario, Canada.

    Lin, P. Y. (2012, May). Who withdraws and why? Stories of pre-service teacher withdrawal from an initial teacher education program. Paper presented at the Canadian Society for the Study of Education, Waterloo, Ontario, Canada.

    Research Grants: Principal Investigator

    Lin, P. Y. (2014-2016). Policy and Equity: Are accommodation policies and practices equitable for students with special needs. June 10, 2014, SSHRC Insight Development Grant (IDG).

    Lin, P. Y. (2014-2015). Improving Equity in Educational Assessment for Students with Special Needs. President’s SSHRC Research Fund, June 12, 2014, University of Saskatchewan.

    Lin, P. Y. (2014-2015). Proposal Development Assistance Program for 2015 SSHRC Insight Development Grant. May 9, 2014, University of Saskatchewan.

    Lin, P. Y. (2013-2016). University of Saskatchewan Bridge Funding for “A Pan-Canadian Review:  Test Accommodation Policies for Students with Disabilities”. September, 10, 2013, University of Saskatchewan.

    Lin, P. Y. (2013-2015). New Faculty Graduate Student Support Program. November 14, 2012, University of Saskatchewan.

    Lin, P. Y. (2012-2014). University of Saskatchewan Bridge Funding for “A Pan-Canadian Review:  Test Accommodation Policies for Students with Disabilities”. August 29, 2012, University of Saskatchewan.

    Lin, P. Y. (2012-2013). Proposal Development Assistance Program for 2013 SSHRC Insight Development Grant. October 11, 2012, University of Saskatchewan.

    Lin, P. Y. (2012-2014). Canadian test accommodation policies for students with disabilities. John Ranton McIntosh Research Grants, May 1, 2012 (renewal awarded on March, 18, 2013), John Ranton McIntosh Trust Fund, College of Education.

    Lin, P. Y. (2012). A Pan-Canadian review of test accommodation policy. The University of Saskatchewan Summer Student Employment Program (USTEP), March 26, 2012, University of Saskatchewan.

    Lin, P. Y. (2011-2013). Pan-Canadian review of test accommodation policies for students with disabilities. President’s SSHRC Research Fund, November 1, 2011 (18 month term), University of Saskatchewan.

    Lin, P. Y. (2011-2012). Proposal Development Assistance Program (PDA) for 2012 SSHRC Insight Development Grant. February 1, University of Saskatchewan.

    Lin, P. Y. (2011-2014). New faculty Start-up funding. University of Saskatchewan.

    Lin, P. Y. (2011-2012). Item difficulty and test accommodation, Ontario Ministry of Training graduate scholarship.

    Lin, P. Y. (2010-2011). Do accommodations make a difference? The impact of accommodations on large-scale assessment of English language learners with and without disabilities, Social Sciences and Humanities Research Council of Canada (SSHRC) doctoral fellowship and Ontario Ministry of Training graduate scholarship.

    Lin, P. Y. (2007-2009). The Simple View of Reading in Chinese and English of Taiwanese children with and without learning disabilities, Taiwan Ministry of Education Study Abroad Scholarships.

    Lin, P. Y. (2000-2001). Understanding the relationships among learning strategies, cognitive styles and independent study of gifted elementary students, National Science Council Excellent Research Grant, NSC89-2815-C-024- 019R-H.

    Research Grants: Collaborator

    2013-2020 SSHRC Partnership Grants for “Assessing and Supporting Young Children’s Oral Language and Writing Development through Play in Classrooms, Daycares and at Homes in Northern Communities. March 28, 2013, SSHRC.
    *Note: Principal investigator: Shelley Stagg Peterson (OISE, University of Toronto)

    Professional Practice

    Reviewed one SSHRC grant proposal on large-scale assessments, November, 2013.

    Reviewed one manuscript for Canadian Association for Teacher Education (CATE), Canadian Society for the Study of Education (CSSE), May 2014,

    P.- Y. Lin. (2014). Assessment Policy and Equity in Inclusive Education: A Journey of Adventure, Opportunity, and the Future. Invited research presentation at the College of Education (Soup & Chat at Noon), February 27, 2014.

    P.- Y. Lin. (2014). Inclusive Assessment Policies For Students With Diverse Needs in Canada, invited research presentation at the National University of Tainan, Tainan, Taiwan, June 26.