Troy L. Cox

Assistant Professor, TESOL MA Graduate Coordinator, Linguistics

3086C JFSB


Curriculum Vitae

Research Areas: , , ,

Teaching Experience

That what you choose to assess becomes the de facto learning objectives or your class. The way you choose to assess it becomes the de facto teaching and learning philosophy.
I believe in backward design. I look at the skills needed to find a fulfilling career and lead a well-balanced life, and then attempt to align class activities that will lead to that end. I expect students to take ownership of their learning and to be able to articulate how class assignments will lead to lifelong learning.


“If you cannot measure it, you cannot improve it.”
-Lord Kelvin

“Not everything that counts can be counted and not everything that can be counted counts.”
-Albert Einstein

What keeps me up at night?

I worry about finding the balance between Kelvin and Einstein’s assertions when it comes to assessing and measuring second/foreign language.

I am a language measurement pracademic (Practitioner + Academic) with a joint appointment between the Linguistics Department and Center for Language Studies. I oversee test development and do research with proficiency testing (listening, speaking reading and writing), self-assessments, technology in assessment, and objective measurement.

Selected Publications

  •  Gates, G., Cox, T. L., Bell, T. R., & Eggington, W. (2020). Line, please? An analysis of the rehearsed speech characteristics of native Korean speakers on the English Oral Proficiency Interview—Computer (OPIc). Language Testing in Asia, 10(1), 1-20.
  • Cox, T. & Dewey, D. (2020) Chapter 36: Measuring one’s own language development (self-assessment). (pp. 382-390). In P. Winke & T. Brunfaut (Eds.) Routledge Handbook on Second Language Acquisition and Language Testing
  •  Sims, M. E., Cox, T. L., Eckstein, G. T., Hartshorn, K. J., Wilcox, M. P., & Hart, J. M. (2020). Rubric Rating with MFRM versus Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second‐Language Writing Assessment. Educational Measurement: Issues and Practice.
  •  Summers, M. M., Cox, T., McMurry, B. L., & Dewey, D. P. (2019). Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program. System. 80, 269-287.
  •  Cox, T. L., Bown, J., & Bell, T. R. (2019). In Advanced L2 Reading Proficiency Assessments, Should the Question Language Be in the L1 or the L2?: Does It Make a Difference?. In P. Winke & S. Gass (Eds.) Foreign Language Proficiency in Higher Education (pp. 117-136). Springer, Cham.
  • Cox, T. & Malone, M. (2018) A Validity Argument to Support the ACTFL Assessment of Performance Toward Proficiency. Foreign Language Annals. 51(3):548-574.
  • Ma, R., Henrichsen, L., Cox, T. & Tanner, M. (2018) Pronunciation’s role in English speaking proficiency ratings. Journal of Second Language Pronunciation. 4(1): 73-102.
  •  Cox T., Malone, M., Winke, P. (2018) Future directions in assessment: Influences of standards and implications for language learning. Foreign Language Annals. 51(1): 104-115.
  •  Cox, T. (2017) Understanding Intermediate-level Speakers Strengths and Weaknesses: An Examination of OPIc Tests from Korean Learners of English. Foreign Language Annals, 50(1): 84–113. https://doi:10.1111/flan.12258
  •  Thompson, G., Cox, T. & Knapp, N. (2016) Comparing the OPI and the OPIc: The effect of test method on oral proficiency scores and student preferences. Foreign Language Annals, 49(1), 75-92.
  •  Cox, T. L., & Davies, R. S. (2016). From Standards to Rubrics: Comparing Full-Range to At-Level Applications of an Item-Level Scoring Rubric on an Oral Proficiency Assessment. In Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings (pp. 215-238). Springer Singapore.
  • Dewey, D., Clifford, R & Cox, T. (2015) L1, L2, and Cognitive Development: Exploring Relationships. In T. Brown and J. Bown (Eds.) To Advanced Proficiency and Beyond: Theory and Methods for Developing Superior Second-Language Ability, Georgetown University Press.
  • Cox, T., Bown, J., & Burdis, J., (2015) Exploring proficiency-based versus language for specific purposes items with elicited imitation assessment. Foreign Language Annals, 48(3), 350-371.
  • Cox, T. & Clifford, R. (2014). Empirical validation of listening proficiency guidelines. Foreign Language Annals, 47(3), 379-403.
  •  Brown, A., Dewey, D. & Cox, T. (2014). Assessing the Validity of Can-Do Statements in Retrospective (Then-Now) Self-Assessment. Foreign Language Annals, 47(2), 261-285.
  •  Evans, N., Hartshorn, K. J., Cox, T. & Martin, T. (2014) Measures of written linguistic accuracy: Questions of reliability, validity, and practicality. Journal of Second Language Writing, 24(1), 33-50.
  •  Clifford, R. & Cox, T. (2013). Empirical validation of reading proficiency guidelines. Foreign Language Annals, 40(1), 45-61.
  •  Cox, T. & Davies, R. (2012) Using automatic speech recognition technology with elicited oral response testing. CALICO Journal, 29(4), 601-618.


Language Assessment Research Colloquium Coordinator

Citizenship assignments

TESOL MA Coordinator
IRB Alternate Member