1980-1983: Jiangxi Yichun Normal College, Mathematics
1983-1984: Jiangxi Normal University, Education
1986-1989: Hunan Normal University, Education (Master's)
1991-1992: Beijing Normal University, Psychology (Senior Visiting Scholar)
2000-2003: Chinese University of Hong Kong, Educational Psychology (PhD)
2011: Rutgers University, Business School MBA (In-service course)
2018-present: Director of the Assessment Research Center, Hunan Normal University, Professor
2016-2017: Special Researcher and Consultant, Ministry of Education Examination Center
2013-2016: Executive Director of Psychometrics, Educational Records Bureau, USA
2009-2013: Psychometrician, Educational Testing Service, USA
2003-2009: Psychometrician, Harcourt Assessment & Pearson, USA
1989-2003: Hunan Normal University, Associate Professor (1993), Professor (1998), Department Head (1996)
1983-1986: Jiangxi Yichun Normal College, Assistant Lecturer
2011: SPOT Award for investigating the score trend of the TOEFL iBT, Educational Testing Service
2010: SPOT Award for implementing Haberman’s simultaneous linking method on TOEFL iBT, Educational Testing Service
2006: Innovation Award, PMG, Harcourt Assessment
2004: Innovation Award for creating Standard CTT package SAS code, PMG, Harcourt Assessment
2002: Outstanding Doctoral Student Award, Chinese University of Hong Kong (HK$26,500.00)
1993-1997: Multiple Teaching Achievement Awards, Hunan Normal University
1988-1989: Outstanding Graduate Student Awards, Hunan Normal University
1985-1986: Multiple Teaching Achievement Awards, Jiangxi Yichun Normal College
Research
English Testing Psychometrics Applied Statistics
Generalizability Theory and Its Application in Assessment, Zhiming Yang, Lei Zhang, 2003
Strategies for Coping with the College Entrance Examination, Zhiming Yang (Editor), 2001
Principal Management Psychology, Zuogong Zhang, Zhiming Yang (Editors), 1998
Educational Measurement and Evaluation, Xiaoling Fan, Zhiming Yang (Editors), 1999
Psychological and Educational Measurement, Haiji Dai et al., Zhiming Yang (Chapters 3, 4, 5), 1999
Thinking-Oriented Whole Book Reading and Its Formative Evaluation, Zhiming Yang, Mengxuan Yang, Hui Sun, 2018
Application of Formative Assessment in Class-Based Teaching, Zhiming Yang, 2018
Diagnostic Testing in Class-Based Teaching, Zhiming Yang, 2017
Risks and Avoidance Methods in Grading Academic Level Examination Scores, Zhiming Yang, 2015
Problems and Improvement Ideas in Synthesizing College Entrance Examination Scores, Zhiming Yang, 2015
Discriminant Validity in Multiple Evaluations of College Entrance Examination Admissions, Zhiming Yang, 2016
Measurement Challenges and Countermeasures in Provincial College Entrance Examination, Zhiming Yang, Kongqiao Jiang, 2017
Training Communication Skills in Classic Reading and Its Formative Evaluation, Shikai Wang, Zhiming Yang, 2019
Design and Implications of the New SAT-I Score Report, Shuyi Kong, Xiaoying Yang, Zhiming Yang, 2019
Summary Training in Classic Reading and Its Formative Evaluation, Shiyu Wang, Zhiming Yang, 2019
Multi-Stage Model in Multiple Admissions and Its Application, Zhiming Yang, 2019
Evaluation of Learning Growth Based on Item Parameter Equating, Jianhong Zhu, Huiyun Cheng, Zhiming Yang, 2019
Challenges and Countermeasures in Class-Based Teaching under the New College Entrance Examination, Rui Wang, Yuechu Huang, Weihua Wang, Mei Chen, Zhiming Yang, 2019
Application of Learning Ability Tests in Class-Based Teaching, Dianjun Wang, Jianhong Zhu, Zhiming Yang, 2019
Rewriting Training in Whole Book Reading and Its Formative Evaluation, Shixia Dong, Zhiming Yang, 2019
Three Methods to Stabilize the Difficulty of College Entrance Examination English under the Mechanism of Multiple Examinations, Zhiming Yang, 2019
Big Data Analysis Technology of Shewhart Chart to Ensure Exam Quality, Xiankai Huang, Zhiming Yang, 2019
Scoring Scheme for Academic Level Elective Subjects Based on Big Data, Zhiming Yang, 2019
Three Strategies to Improve the Scoring Scheme of the New College Entrance Examination Academic Level, Zhiming Yang, 2018
Measurement Discussion on the Comprehensive Reform Plan of College Entrance Examination, Xiaoling Fan, Lei Zhou, Zhiming Yang, 2018
Application of Multi-Modal Communication Scale in Class-Based 'Aid Courses', Zhiming Yang, 2018
Value-Added Evaluation of Reading Ability Based on IRT Equating, Zhiming Yang, 2018
Design and Evaluation of 'Elite Courses' in Class-Based Teaching, Zhiming Yang, 2018
Application of Mind Maps in Whole Book Reading and Its Formative Evaluation, Liu Xu, Zhiming Yang, 2018
Formative Reading Ability Test Based on 'China's English Proficiency Scale': A Case Study of 'Pride and Prejudice' Reading Test, Zhiming Yang, 2018
Five Models and Development Strategies of 'Internet + Assessment', Changsheng Shao, Zhiming Yang, 2018
Comprehensive Quality Evaluation Model of American Private High School Alliance and Its Implications, Zhiming Yang, 2018
Reading Ability Test and Its Measurement Analysis, Ting Yang, Zhiming Yang, 2018
Classification and Stratification Analysis of New College Entrance Examination and Class-Based Teaching, Zhiming Yang, 2018
Big Data Analysis and Its Application in Norm Development, Zhiming Yang, 2018
Countermeasures to Avoid Misinterpretation and Misuse of Educational Test Scores, Zhiming Yang, 2018
Validity Analysis of Data in 'Internet + Assessment', Ting Yang, Zhiming Yang, 2017
Promotion of New College Entrance Examination and Class-Based Teaching, Zhiming Yang, 2017
Four Bottlenecks in the Scientific Process of College Entrance Examination Reform, Zhiming Yang, 2017
Analysis of Item and Test Function Differences in Exam Fairness, Zhiming Yang, 2017
Urgent Issues in Educational and Psychological Assessment in China, Zhiming Yang, 2017
Graded Reading in Chinese and Its Formative Evaluation, Benwen Wu, Zhiming Yang, 2017
Development of Reading Diagnostic Scale for Primary and Secondary School Students, Siyuan Wang, Zhiming Yang, 2017
Reliability Estimation of Multi-Item Test Papers and Multi-Subject Composite Scores, Zhiming Yang, 2017
Learning Ability Test in the Context of Comprehensive Quality
Keywords
English TestingPsychometricsApplied StatisticsEducational MeasurementFormative AssessmentTest TheoryData AnalysisScore TrendsMeasurement ErrorsAssessment Methods
