Author Index

A

  • Ahmadi, Alireza A Book Review of “Handbook of Second Language Assessment” By Dina Tsagari and Jayanti Banerjee (2016) [Volume 8, Issue 1, 2018, Pages 27-32]
  • Ahmadjavaheri, Zahra The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
  • Alavi, Seyed Mohammad Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
  • Alemi, Minoo Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
  • Alemi, Minoo Pragmatic Rater Training: Does It Affect Non-native L2 Teachers' Rating Accuracy and Bias? [Volume 4, Issue 1, 2014, Pages 66-83]
  • Amirian, Seyed Mohammad Reza Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
  • Amoosi, Yasser Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran [Volume 7, Issue 2, 2017, Pages 116-154]
  • Anani Sarab, Mohammad Reza Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]
  • Aryadoust, Vahid How Does “Sentence Structure and Vocabulary” Function as a Scoring Criterion Alongside Other Criteria in Writing Assessment? [Volume 2, Issue 1, 2012, Pages 28-58]
  • Aryadoust, Vahid A commentary on “Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers” [Volume 2, Issue 2, 2012, Pages 126-131]
  • Ashraf, Hamid The Role of Peer-assessment versus Self-assessment in Promoting Autonomy in Language Use: A Case of EFL Learners [Volume 5, Issue 2, 2015, Pages 110-120]
  • Ashraf, Hamid The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]
  • Ashraf, Hamid An in-depth Insight into EFL University Students’ Cognitive Processes of C-Test and X-Test: A Case of Comparison [Volume 6, Issue 2, 2016, Pages 101-112]

B

  • Babamoradi, Parvin Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
  • Baghaee Moghaddam, Purya Models of Language Proficiency: a Reflection on the Construct of Language Ability [Volume 1, Issue 1, 2011, Pages 42-48]
  • Baghaei, Purya An Appraisal of “Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers” by Pishghadam and Zabihi (2012) [Volume 2, Issue 2, 2012, Pages 116-119]
  • Baghaei, Purya Properties of Single-Response and Double-Response Multiple-Choice Grammar Items [Volume 6, Issue 1, 2016, Pages 33-49]
  • Baghaei, Purya Cognitive Diagnostic Modeling of L2 Reading Comprehension Ability: Providing Feedback on the Reading Performance of Iranian Candidates for the University Entrance Examination [Volume 6, Issue 2, 2016, Pages 92-100]
  • Baghaei, Purya Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach [Volume 6, Issue 2, 2016, Pages 113-122]
  • Baghaei, Purya Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test [Volume 7, Issue 1, 2017, Pages 62-72]
  • Baghaei Moghadam, Purya A Cognitive Diagnostic Modeling Analysis of the English Reading Comprehension Section of the Iranian National University Entrance Examination [Volume 10, Issue 1, 2020, Pages 11-32]
  • Barati, Hossein Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
  • Barati, Hossein Investigating Relationships among Test Takers’ Characteristics and Response Formats in a Reading Comprehension Test: A Structural Equation Modeling Approach [Volume 3, Issue 2, 2013, Pages 38-59]
  • Barati, Hossein Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
  • Bardovi-Harlig, Kathleen Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research [Volume 4, Issue 1, 2014, Pages 26-49]
  • Basheer, Nesrine Application of Confirmatory Factor Analysis in Construct Validity Investigation: The Case of the Grammar Sub-Test of the CEP Placement Exam [Volume 2, Issue 1, 2012, Pages 1-19]
  • Beh-Afarin, Seyed Reza Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating? [Volume 8, Issue 2, 2018, Pages 44-53]
  • Bemani, Masoumeh Cognitive Diagnostic Modeling of L2 Reading Comprehension Ability: Providing Feedback on the Reading Performance of Iranian Candidates for the University Entrance Examination [Volume 6, Issue 2, 2016, Pages 92-100]
  • Bemani, Masoumeh Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach [Volume 6, Issue 2, 2016, Pages 113-122]
  • Bijani, Houman The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
  • Birjandi, Parviz The Impact of Dynamic Assessment on Reading Comprehension and Metacognitive Awareness of Reading Strategy Use in Iranian High School Learners [Volume 3, Issue 2, 2013, Pages 60-77]

C

  • Chen, Guangyan Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
  • Chiba, Akiko Teacher-based or Interactional? Exploring Assessments for Children's Pragmatic Development [Volume 4, Issue 1, 2014, Pages 84-112]
  • Cohen, Andrew D. Towards Increased Classroom Assessment of Pragmatic Ability [Volume 4, Issue 1, 2014, Pages 5-25]

D

  • Dayeri, Khadijeh Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
  • Deyhim, Tayebeh The Impact of Dynamic Assessment on Reading Comprehension and Metacognitive Awareness of Reading Strategy Use in Iranian High School Learners [Volume 3, Issue 2, 2013, Pages 60-77]
  • Douglas, Dan Commentary on Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 109-111]
  • Dourakhshan, Alireza Properties of Single-Response and Double-Response Multiple-Choice Grammar Items [Volume 6, Issue 1, 2016, Pages 33-49]

E

  • Effatpanah, Farshad Application of Cognitive Diagnostic Models to the Listening Section of the International English Language Testing System (IELTS) [Volume 9, Issue 1, 2019, Pages 1-28]
  • Eslami, Zohreh R. Introduction from the Guest Editor [Volume 4, Issue 1, 2014, Pages 1-4]
  • Eslami, Zohreh R. Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language [Volume 4, Issue 1, 2014, Pages 137-154]
  • Estaji, Masoomeh The Impact of Dynamic Assessment on Reading Comprehension and Metacognitive Awareness of Reading Strategy Use in Iranian High School Learners [Volume 3, Issue 2, 2013, Pages 60-77]
  • Estaji, Masoomeh A Qualitative Study on Iranian Test-takers’ Anxiety in FCE Speaking Test: Investigating the Perceptions, Causes, and Strategies Applied [Volume 5, Issue 2, 2015, Pages 121-150]

F

  • Fadaeipour, Anita Comparing the Psychometric Characteristics of Speeded and Standard C-Tests [Volume 7, Issue 1, 2017, Pages 40-50]
  • Fahim, Mansoor The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
  • Farahzad, Farzaneh Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works [Volume 6, Issue 2, 2016, Pages 72-91]
  • Farhang-Ju, Maryam Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
  • Fidalgo, Angel M. Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
  • Firoozi, Tahereh Examining Construct Validity of the Master’s UEE Using the Rasch Model and the Six Aspects of the Messick's Framework [Volume 6, Issue 1, 2016, Pages 1-23]
  • Fox, Janna The Commentary on Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 112-115]

G

  • Ghahramanlou, Mohammad Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test [Volume 7, Issue 1, 2017, Pages 62-72]
  • Ghanbari, Nasim Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
  • Ghasemi, Vahid Investigating Relationships among Test Takers’ Characteristics and Response Formats in a Reading Comprehension Test: A Structural Equation Modeling Approach [Volume 3, Issue 2, 2013, Pages 38-59]
  • Ghazizadeh, Faezeh The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]
  • Ghazizadeh, Faezeh The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
  • Ghorbani, Mohammad Reza Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
  • Grotjahn, Rüdiger Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha [Volume 2, Issue 1, 2012, Pages 20-27]

H

  • Hanifehzadeh, Sepeedeh Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works [Volume 6, Issue 2, 2016, Pages 72-91]
  • Hashemi, Mahmood Validity and C-Tests: The Role of Text Authenticity [Volume 1, Issue 1, 2011, Pages 30-41]
  • Heitner, Reese Application of Confirmatory Factor Analysis in Construct Validity Investigation: The Case of the Grammar Sub-Test of the CEP Placement Exam [Volume 2, Issue 1, 2012, Pages 1-19]
  • Hemati, Seyed Jamal A Cognitive Diagnostic Modeling Analysis of the English Reading Comprehension Section of the Iranian National University Entrance Examination [Volume 10, Issue 1, 2020, Pages 11-32]
  • Hemmat, S. Jamal Cognitive Diagnostic Modeling of L2 Reading Comprehension Ability: Providing Feedback on the Reading Performance of Iranian Candidates for the University Entrance Examination [Volume 6, Issue 2, 2016, Pages 92-100]

I

  • In’nami, Yo Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan? [Volume 7, Issue 1, 2017, Pages 1-27]
  • Ishihara, Noriko Teacher-based or Interactional? Exploring Assessments for Children's Pragmatic Development [Volume 4, Issue 1, 2014, Pages 84-112]

J

  • Jannati, Delara A Qualitative Study on Iranian Test-takers’ Anxiety in FCE Speaking Test: Investigating the Perceptions, Causes, and Strategies Applied [Volume 5, Issue 2, 2015, Pages 121-150]
  • Javidanmehr, Zahra Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]
  • Joyce, Paul The Development and Validation of a Second Language Listening Reduced Forms Test [Volume 3, Issue 2, 2013, Pages 77-102]
  • Joyce, Paul The Development and Validation of a Second Language Listening Reduced Forms Test [Volume 4, Issue 2, 2014, Pages 155-174]

K

  • Kheirzadeh, Shiela Test Administration Conditions of the General English Section of the Iranian National PhD Entrance Exam: Are the PhD Exam Candidates Satisfied? [Volume 5, Issue 2, 2015, Pages 151-167]
  • Kheirzadeh, Shiela The Relationship among Academic Discipline, Gender and Total Exam Score on Test-Taking Strategies: The Case of the General English Section of the National Iranian PhD Entrance Exam [Volume 7, Issue 2, 2017, Pages 99-115]
  • Khodadady, Ebrahim Validity and C-Tests: The Role of Text Authenticity [Volume 1, Issue 1, 2011, Pages 30-41]
  • Khoshdel, Fahimeh Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach [Volume 6, Issue 2, 2016, Pages 113-122]
  • Khoshdel, Fahimeh Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model [Volume 7, Issue 1, 2017, Pages 51-61]
  • Kiany, Gholam-Reza Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran [Volume 7, Issue 2, 2017, Pages 116-154]

L

  • Liu, Jianda Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]

M

  • Mahdinezhad, Marziyeh The Role of Peer-assessment versus Self-assessment in Promoting Autonomy in Language Use: A Case of EFL Learners [Volume 5, Issue 2, 2015, Pages 110-120]
  • Marandi, S. Susan Test Administration Conditions of the General English Section of the Iranian National PhD Entrance Exam: Are the PhD Exam Candidates Satisfied? [Volume 5, Issue 2, 2015, Pages 151-167]
  • Marandi, S. Susan The Relationship among Academic Discipline, Gender and Total Exam Score on Test-Taking Strategies: The Case of the General English Section of the National Iranian PhD Entrance Exam [Volume 7, Issue 2, 2017, Pages 99-115]
  • Martínez-Flor, Alicia Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs [Volume 4, Issue 1, 2014, Pages 113-136]
  • Meihami, Hussein A Book Review of “Handbook of Second Language Assessment” By Dina Tsagari and Jayanti Banerjee (2016) [Volume 8, Issue 1, 2018, Pages 27-32]
  • Miri, Mola Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
  • Mirzaei, Azizullah Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language [Volume 4, Issue 1, 2014, Pages 137-154]
  • Mohammadi, Elham Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
  • Mohammadi, Saeedeh On the Development and Validation of a Scale of Test Impact on Test Takers (TITT) [Volume 7, Issue 2, 2017, Pages 155-177]
  • Motallebzadeh, Khalil Models of Language Proficiency: a Reflection on the Construct of Language Ability [Volume 1, Issue 1, 2011, Pages 42-48]
  • Motallebzadeh, Khalil An Appraisal of “Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers” by Pishghadam and Zabihi (2012) [Volume 2, Issue 2, 2012, Pages 116-119]
  • Motallebzadeh, Khalil The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]
  • Motallebzadeh, Khalil The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
  • Mozafarnezhad, Alemeh Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]

N

  • Nasiri, Mahdi Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
  • Neissari, Malihe Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]

P

  • Pan, Yi-Ching Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan? [Volume 7, Issue 1, 2017, Pages 1-27]
  • Pishghadam, Reza IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
  • Pishghadam, Reza Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
  • Pui, Priscillia A commentary on “Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers” [Volume 2, Issue 2, 2012, Pages 126-131]

R

  • Rashidi, Nasser Does the Type of Multiple-choice Item Make a Difference? The Case of Testing Grammar [Volume 4, Issue 2, 2014, Pages 175-186]
  • Ravand, Hamdollah Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
  • Ravand, Hamdollah Investigating Relationships among Test Takers’ Characteristics and Response Formats in a Reading Comprehension Test: A Structural Equation Modeling Approach [Volume 3, Issue 2, 2013, Pages 38-59]
  • Ravand, Hamdollah Examining Construct Validity of the Master’s UEE Using the Rasch Model and the Six Aspects of the Messick's Framework [Volume 6, Issue 1, 2016, Pages 1-23]
  • Roohani, Ali The Effect of Portfolio Assessment on EFL Learners’ Expository Writing Ability [Volume 5, Issue 1, 2015, Pages 46-59]
  • Roohani, Ali Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]

S

  • Safari, Faezeh Does the Type of Multiple-choice Item Make a Difference? The Case of Testing Grammar [Volume 4, Issue 2, 2014, Pages 175-186]
  • Saif, Shahrzad On the Need for a New Model of Language Proficiency and its Implications for Language Testing: A Review of Pishghadam and Zabihi (2012) [Volume 2, Issue 2, 2012, Pages 120-125]
  • Samaie, Mahmood On the Development and Validation of a Scale of Test Impact on Test Takers (TITT) [Volume 7, Issue 2, 2017, Pages 155-177]
  • Samir, Aynaz An in-depth Insight into EFL University Students’ Cognitive Processes of C-Test and X-Test: A Case of Comparison [Volume 6, Issue 2, 2016, Pages 101-112]
  • Sharififar, Marzieh Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating? [Volume 8, Issue 2, 2018, Pages 44-53]
  • ShayesteFar, Parvaneh Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran [Volume 7, Issue 2, 2017, Pages 116-154]
  • Sheybani, Elias On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items [Volume 8, Issue 1, 2018, Pages 12-26]
  • Shin, Sun-Young Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research [Volume 4, Issue 1, 2014, Pages 26-49]
  • Shin, Sun-Young Test Review: The New HSK [Volume 5, Issue 2, 2015, Pages 96-109]
  • Siyari, Negar Examining the Psychometric and Psychological Unidimensionality of Writing in English as a Foreign Language [Volume 5, Issue 1, 2015, Pages 29-45]
  • Siyyari, Masood Examining the Psychometric and Psychological Unidimensionality of Writing in English as a Foreign Language [Volume 5, Issue 1, 2015, Pages 29-45]
  • Su, Yunwen Test Review: The New HSK [Volume 5, Issue 2, 2015, Pages 96-109]

T

  • Tabatabaee-Yazdi, Mona An in-depth Insight into EFL University Students’ Cognitive Processes of C-Test and X-Test: A Case of Comparison [Volume 6, Issue 2, 2016, Pages 101-112]
  • Tabataba’ian, Maryam Sadat IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
  • Taheri, Farzaneh The Effect of Portfolio Assessment on EFL Learners’ Expository Writing Ability [Volume 5, Issue 1, 2015, Pages 46-59]
  • Tajeddin, Zia Pragmatic Rater Training: Does It Affect Non-native L2 Teachers' Rating Accuracy and Bias? [Volume 4, Issue 1, 2014, Pages 66-83]
  • Tan, Susan Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
  • Tavakoli, Mansoor Test Administration Conditions of the General English Section of the Iranian National PhD Entrance Exam: Are the PhD Exam Candidates Satisfied? [Volume 5, Issue 2, 2015, Pages 151-167]
  • Tavakoli, Mansoor The Relationship among Academic Discipline, Gender and Total Exam Score on Test-Taking Strategies: The Case of the General English Section of the National Iranian PhD Entrance Exam [Volume 7, Issue 2, 2017, Pages 99-115]

U

  • Usó-Juan, Esther Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs [Volume 4, Issue 1, 2014, Pages 113-136]

V

  • Vafaee, Payman Application of Confirmatory Factor Analysis in Construct Validity Investigation: The Case of the Grammar Sub-Test of the CEP Placement Exam [Volume 2, Issue 1, 2012, Pages 1-19]
  • Vafaee, Payman Providing Evidence for the Generalizability of a Speaking Placement Test Scores [Volume 5, Issue 2, 2015, Pages 78-95]

W

  • Widhiarso, Wahyu Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
  • Wiseman, Cynthia S. A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]

X

  • Xie, Lijun Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]

Y

  • Yaghmaeyan, Behrooz Providing Evidence for the Generalizability of a Speaking Placement Test Scores [Volume 5, Issue 2, 2015, Pages 78-95]
  • Yazdinejad, Anoushe Investigating the Validity of Partial Dictation as a Test of Overall Language Proficiency [Volume 9, Issue 2, 2019, Pages 44-56]
  • Younesi, Hossein Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating? [Volume 8, Issue 2, 2018, Pages 44-53]

Z

  • Zabihi, Reza Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
  • Zarei, Abbas Ali On the Effectiveness of Quizzes on L2 Idioms Learning [Volume 5, Issue 1, 2015, Pages 60-77]
  • Zeraatpishe, Mitra The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
  • Zeraatpishe, Mitra Investigating the Validity of Partial Dictation as a Test of Overall Language Proficiency [Volume 9, Issue 2, 2019, Pages 44-56]
  • Zeraatpishe, Mitra On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items [Volume 8, Issue 1, 2018, Pages 12-26]
  • Zohoorian, Zahra Comparing the Psychometric Characteristics of Speeded and Standard C-Tests [Volume 7, Issue 1, 2017, Pages 40-50]
  • Zohoorian, Zahra Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test [Volume 7, Issue 1, 2017, Pages 62-72]