Tabaran Institute of Higher Education
International Journal of Language Testing
2476-5880
8
1
2018
03
01
Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One
1
11
EN
Parvin
Babamoradi
English Department, University of Zanjan , Iran.
Mahdi
Nasiri
Assistant professor of TEFL, University of Zanjan , Iran.
Elham
Mohammadi
Assistant professor of TEFL, University of Zanjan , Iran.
<span class="fontstyle0">Regarding the importance and complexity of writing among the EFL language learners, this study explored the learners’ attitudes toward teaching and testing writing through Computerized Dynamic Assessment (CDA). The participants of this study were 22 Iranian upper-intermediate EFL learners. All the participants were adults and participated in this study voluntarily. To meet the aim of the study, the researchers developed software which contained 11 series of multiplechoice questions tests. Throughout each test, participants received feedback based on their needs and within their Zone of Proximal Development (ZPD). After each session and test, the learners were required to write down their attitudes toward the effectiveness of CDA in teaching and testing writing. The participants wrote their attitudes in a form of diary. At the end, their diaries were analyzed and it was revealed that all the learners had positive attitudes toward the implementation of CDA in teaching writing.</span> <br /><br />
Attitude,CDA,Writing,ZPD
https://www.ijlt.ir/article_114297.html
https://www.ijlt.ir/article_114297_a422a4e9acc406559243bbdd072243e6.pdf
Tabaran Institute of Higher Education
International Journal of Language Testing
2476-5880
8
1
2018
03
01
On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items
12
26
EN
Elias
Sheybani
English Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.
Mitra
Zeraatpishe
English Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.
<span class="fontstyle0">Test method is deemed to affect test scores along with examinee ability (Bachman, 1996). In this research the role of method facet in reading comprehension tests is studied. Bachman divided method facet into five categories, one category is the nature of input and the nature of expected response. This study examined the role of method effect in the Iranian University Entrance Exam (UEE). Research showed the current test method of assessing reading can highly impact test takers‟ performance and thereby examinees‟ test scores. Hence, different test formats may extract various traits and therefore, contaminate test scores and threaten validity. The researchers using exploratory factor analysis (EFA) extracted a second method factor in the reading comprehension section of the UEE which is composed of a multiple-choice cloze passage and multiple choice questions based on sustained texts. Results of the analysis showed that cloze test can create construct-irrelevant method variance, contaminating test scores, and led to violation of the unidimensionality assumption of the test.</span> <br /><br />
cloze test,exploratory factor analysis,Method Bias,reading comprehension ability,Unidimensionality Assumption
https://www.ijlt.ir/article_114298.html
https://www.ijlt.ir/article_114298_e75ec27659c56a686d580dfc295549e3.pdf
Tabaran Institute of Higher Education
International Journal of Language Testing
2476-5880
8
1
2018
03
01
A Book Review of “Handbook of Second Language Assessment” By Dina Tsagari and Jayanti Banerjee (2016)
27
32
EN
Hussein
Meihami
Department of Foreign Languages and Linguistics, Shiraz University, Iran.
Alireza
Ahmadi
Department of Foreign Languages and Linguistics, Shiraz University, Iran.
https://www.ijlt.ir/article_114299.html
https://www.ijlt.ir/article_114299_a55b42de7f3f4fe848e5bb34a6c8c031.pdf