Tabaran Institute of Higher EducationInternational Journal of Language Testing2476-58808120180301Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One111114297ENParvin BabamoradiEnglish Department, University of Zanjan , Iran.Mahdi NasiriAssistant professor of TEFL, University of Zanjan , Iran.Elham MohammadiAssistant professor of TEFL, University of Zanjan , Iran.Journal Article20200917<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 />https://www.ijlt.ir/article_114297_a422a4e9acc406559243bbdd072243e6.pdfTabaran Institute of Higher EducationInternational Journal of Language Testing2476-58808120180301On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items1226114298ENElias SheybaniEnglish Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.Mitra ZeraatpisheEnglish Department, Islamic Azad University, Mashhad Branch, Mashhad, Iran.Journal Article20200917<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 />https://www.ijlt.ir/article_114298_e75ec27659c56a686d580dfc295549e3.pdfTabaran Institute of Higher EducationInternational Journal of Language Testing2476-58808120180301A Book Review of “Handbook of Second Language Assessment” By Dina Tsagari and Jayanti Banerjee (2016)2732114299ENHussein MeihamiDepartment of Foreign Languages and Linguistics, Shiraz University, Iran.Alireza AhmadiDepartment of Foreign Languages and Linguistics, Shiraz University, Iran.Journal Article20200917https://www.ijlt.ir/article_114299_a55b42de7f3f4fe848e5bb34a6c8c031.pdf