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Kirby Cook Grabowski

Professional Background

Educational Background

A.B. in French, Dartmouth College; M.A. in TESOL, Teachers College, Columbia University; Ed.D. in Applied Linguistics, Teachers College, Columbia University

Scholarly Interests

Second and foreign language assessment; Assessment of pragmatic knowledge; Discourse analysis; Language program evaluation

Selected Publications

publications


Grabowski, K., & Dakin, J. (2014). Training test developers. In A. Kunnan (Ed.), Companion to Language Assessment. Wiley-Blackwell.

 

Grabowski, K. (2013). Investigating the construct validity of a role-play test designed to measure grammatical and pragmatic knowledge at multiple proficiency levels. In S. Ross & G. Kasper (Eds.), Assessing second language pragmatics. New York: Palgrave MacMillan.

 

Kunnan, A., & Grabowski, K. (2013). Large-scale second language assessment. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 304-319). Boston, MA: National Geographic Learning/Cengage Learning.

 

Grabowski, K. (2009). Investigating the construct validity of a test designed to measure grammatical and pragmatic knowledge in the context of speaking. Unpublished doctoral dissertation, Teachers College, Columbia University, New York, NY.

 

Purpura, J. Ameriks, Y., Dakin, J. W. & Grabowski, K. (2009). The Oxford Online Placement Test Design. Oxford, UK: Oxford University Press.

 

Grabowski, K. (Ed.) (2009). Reflections on Motherhood and Earning a Doctorate: Yes, You Can Have it All (Just Add a Dash of Superwoman). Working Papers in TESOL and Applied Linguistics, 9(1). Available from, http://journals.tc-library.org/index.php/tesol/issue/view/469

 

Grabowski, K. (2008). Investigating the Construct Validity of a Performance Test Designed to Measure Grammatical and Pragmatic Knowledge. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 6. Available from, http://www.lsa.umich.edu/eli/research/spaan

 

Grabowski, K. (2008). Measuring pragmatic knowledge: Issues of construct underrepresentation or labeling? Language Assessment Quarterly, 5, 154-159.

 

Grabowski, K. (2007). Reconsidering the measurement of pragmatic knowledge using a reciprocal task format. Working Papers in TESOL and Applied Linguistics, 7(1). Available from, http://journals.tc-library.org/index.php/tesol/issue/view/20

 

Purpura, J., Grabowski, K., Kim, H., Kim, J., McCormack, M., Regan, M., & Wagner, M. (2003). In Charge: Achievement Tests 1, Advanced. White Plains, NY: Longman.

Purpura, J., Grabowski, K., Kim, H., Kim, J., McCormack, M., Regan, M., & Wagner, M. (2003). In Charge: Achievement Tests 2, Advanced. White Plains, NY: Longman.

 

Purpura, J., Graziano-King, J., Chang, J., Cook, K., Kim, J. W., Krohn, N., & Wiseman, C. (2003). An analysis of foreign language needs of SIPA students at Columbia University: The SIPA needs assessment project. Technical Report submitted to the Mellon Foundation via a grant from the Graduate School of Arts and Sciences at Columbia University.

 

Cook, K. (2001). Review of Tim McNamara’s “Language Testing”.  Issues in Applied Linguistics, 12, 127-130.

 

Cook, K. (2001). A study of the factors influencing the interaction between first and second language  phonology. Available from, www.tc.columbia.edu/academic/tesol/han/kirby.html
 

 

PUBLICATIONS IN PROGRESS

 

Grabowski, K. (In preparation). Assessing pragmatics. In J. Banarjee & D. Tsagari (Eds.), Handbook of Second Language Assessment. New York: Mouton De Gruyter.

 

Purpura, J., & Grabowski, K. (In preparation). What is the nature of grammatical knowledge at each of six CEFR proficiency levels targeted in the Oxford Online Placement Test (OOPT) when dichotomous and polytomous scoring models are used? Special Issue in Language Assessment Quarterly on the Assessment of Grammatical Ability (Proposal accepted).

 

Grabowski, K. (In preparation). Examining the dimensions of grammatical form, grammatical meaning, and pragmatic meaning at three levels of ability in a role-play speaking test. Special Issue in Language Assessment Quarterly on the Assessment of Grammatical Ability (Proposal accepted).

professional presentations


Purpura, J., & Grabowski, K. (2013). Advanced workshop on language test development. Institute on Language Assessment, University of Modena and Reggio Emilia, Italy.

 

Purpura, J., & Grabowski, K. (April, 2012). Assessing the Ability to Convey Semantic and Pragmatic Meanings in Language Assessments. (Workshop). Language Testing Research Colloquium. Princeton, NJ.

 

Grabowski, K. (April, 2010). Examining the dimensions of grammatical form, grammatical meaning, and pragmatic meaning at three levels of ability in a role-play speaking test. (Paper). Symposium at the Language Testing Research Colloquium, Cambridge, U.K.

 

Purpura, J., Ameriks, Y., Dakin, J.W., & Grabowski, K. (Symposium organizers) (April, 2010). Investigating the grammatical domains of meaning conveyance in language assessments and language assessment frameworks. Language Testing Research Colloquium, Cambridge, U.K.

 

Grabowski, K. (March, 2010). A discourse analysis of the pragmatic meanings generated on a role-play speaking test designed to measure grammatical and pragmatic knowledge. (Paper). American Association for Applied Linguistics conference, Atlanta, GA.

 

Purpura, J., Grabowski, K., Ameriks, Y., & Dakin, J.W.(March, 2010). Measuring pragmatic knowledge at multiple proficiency levels. (Paper). American Association for Applied Linguistics conference, Atlanta, GA.

 

Dakin, J.W., Purpura, J., Grabowski, K., & Ameriks, Y.(March, 2010). What is the nature of grammatical knowledge in the CEFR proficiency scales? (Paper). American Association for Applied Linguistics conference, Atlanta, GA.

 

Grabowski, K. (February, 2010). Investigating the construct validity of a test designed to measure grammatical and pragmatic knowledge in the context of speaking. (Invited paper) TESOL Working Papers in TESOL and Applied Linguistics special lecture series, Teachers College, Columbia University.

 

Purpura, J., Grabowski, K. , Ameriks, Y., Dakin, J., & DiGennaro, K. (November, 2009). What is the nature of grammatical knowledge in the CEFR proficiency scales? (Paper). East Coast Organization of Language Testers conference, Washington, D.C.

 

Grabowski, K. (July, 2007). Reconsidering the measurement of pragmatic knowledge using a reciprocal task format. (Paper). Language Testing Research Colloquium, Barcelona, Spain.

Grabowski, K. (October, 2006). Reconsidering the measurement of pragmatic knowledge using a reciprocal task format. (Paper). Colloquium at the East Coast Organization of Language Testers conference, Washington, D.C.

 

Purpura, J., Cook, K., Graziano-King, J., Kim, J., Krohn, N., & Wiseman, C. (March, 2003). An analysis of the foreign language needs of professional school students at Columbia University: The SIPA Needs Assessment Project.  (Paper). Colloquium at the American Association of Applied Linguistics conference, Arlington, Virginia.

 

Purpura, J., Cook, K., Graziano-King, J., Kim, J., Krohn, N., & Wiseman, C. (October, 2001). The SIPA project.  (Paper). Colloquium at the New York State TESOL Conference, Rye Brook, NY.




service and work outside nyc

2012-present

International Language Testing Association (ILTA) Nominating Committee

 

 

2008-present

Editorial Advisory Board, Language Assessment Quarterly, published by Lawrence Erlbaum. (Editor: Antony Kunnan)

 

2012-present

External Reviewer, Language Learning, published by Wiley-Blackwell (Editor: Lourdes Ortega)

 

2007 to present

Serve as conference proposal evaluator for the AAAL, LTRC, & ECOLT.

 

honors and awards



2011

Jacqueline Ross TOEFL Dissertation Award for outstanding doctoral dissertation in second/foreign language testing, Educational Testing Service

 

2007-2008

Research Fellow, Office of Policy and Research, Teachers College, Columbia University

 

2007

Spaan Fellow, English Language Institute, University of Michigan

 

1998

François Denoeu Prize, Outstanding Accomplishment, French Language and Literature, Dartmouth College

 


service to the college and university

custom course list



A&HL 4001: Sociolinguistics and education

This course looks at language variation based on social class, race, ethnicity, age, and gender; cross-cultural pragmatics, interactional sociolinguistics, code-switching, language planning, and World Englishes. Pedagogical implications. Special fee: $15.

 

A&HL 4085: Pedagogical English grammar

A systematic, in-depth examination of English grammar with particular reference to the teaching and learning of grammar. Special fee: $15.

A&HL 4088: Second language assessment

Prerequisite: A&HL 4087 or permission of instructor. Priority given to M.A. Applied Linguistics/TESOL students in their last semester. Introduction to language assessment practices including test design, construction, scoring, analysis and reporting; introduction to measurement concepts and basic statistics; and use of SPSS. Special fee: $15.

A&HL 5575: Research literacy in applied linguistics and TESOL

Introduction to quantitative and qualitative research methods with discussion of major research paradigms (experimental, ethnographic, introspective, questionnaire, etc.) and critical review of professional literature in applied linguistics and TESOL. Special fee: $15.

A&HL 6060: Generalizability theory for second language assessment research

This course introduces students to an overview of generalizability (G) theory and its application in the context of second language (L2) assessment. The goals of this course are to provide the theoretical basis for G-theory in order for students to become well-informed consumers of research in this area and to provide students with the tools necessary to design empirical studies using G-theory analyses in L2 assessment contexts. Special fee: $15.

 

A&HL 6089: Second language performance assessment

This course focuses on the application of Many-Facet Rasch Measurement (MFRM) to the examination of questions in applied linguistics related to second language (L2) performance assessment. In addition to examining how performance assessments have been conceptualized and investigated in applied linguistics research, students will have multiple opportunities to perform analyses of L2 performance data using MFRM. Students will learn to use Winsteps and Facets for these analyses. Special fee: $15.

Centers and Projects

Working Papers in TESOL & Applied Linguistics
Website: http://www.tc.columbia.edu/tesolalwebjournal/