ABSTRACT
Globalization has contributed and continues to contribute to transnationalism, which has brought about many changes including, at minimum, transmigrants integrating into new communities, more culturally and linguistically diverse classrooms, and a diverse set of Englishes being used in globalized contexts. It may be the case that standardized tests and some classroom tests written in a mainstream academic language may disadvantage transnationals because of a lack of fit of primary and secondary discourses. The Rasch one-parameter model, the Rasch many-facets model, Guttman scaling, and point biserial correlations can be used to identify misfitting persons, misfitting items, and rater severity. These analyses should become standard practice in all assessment programs.
