International Journal of Language Testing

Author Index

A

Abbasi, Abbas Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]
Abbasian, Gholam Reza Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? (Assessment x̄ Approach) [Volume 11, Issue 1, 2021, Pages 36-57]
Abdullaev, Diyorjon Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
Abdullaev, Diyorjon Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
Abdullaev, Diyorjon Modelling Local Item Dependence in Cloze Tests with the Rasch Model: Applying a New Strategy [(Articles in Press)]
Abdullaeva, Barno Sayfutdinovna Modelling Local Item Dependence in Cloze Tests with the Rasch Model: Applying a New Strategy [(Articles in Press)]
Abdullah, Ahmed Salim Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
Abdulridah, Safa Mohammed A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
Afif, Al Khateeb Nashaat Sultan Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Afif, Nashaat Sultan Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
AFsharrad, Mohammad A comparison of the added value of subscores across two subscore augmentation methods [Volume 13, Special Issue, 2023, Pages 109-125]
A. Hamad, Doaa Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
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]
Ahmadi, Saeed Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
Ahmadi Safa, Mohammad Fairness in Oral Language Assessment: Training Raters and Considering Examinees’ Expectations [Volume 11, Issue 2, 2021, Pages 64-90]
Ahmadi Safa, Mohammad The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
Ahmadjavaheri, Zahra The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
Alabdallah, Ziad Ahmad Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Alallo, Hajir Mahmood Ibrahim Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Alallo, Hajir Mahmood Ibrahim Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Alavi, Seyed Mohammad Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
Alavi, Seyyed Mohammad Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling [Volume 11, Issue 1, 2021, Pages 22-35]
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]
Alghazali, Tawfeeq A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
Alghazali, Tawfeeq Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Alghurabi, Ammar Muhi Khleel Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Ali, Muneam Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Ali, Yusra Mohammed Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Aliakbari, Mohammad Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
ALI ALBEER, ALI A. MOHAMMED Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Alqiraishi, Zaid Hilal Abed Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
AlSalami, Huda Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Alwan, Merriam Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Amirian, Seyedeh Khadijeh Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
Amirian, Seyed Mohammad Reza Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
Amirian, Seyed Mohammad Reza Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
Amirian, Seyed Mohammad Reza EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
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]
A. Mutlak, Dhameer Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Anani Sarab, Mohammad Reza Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]
Anani Sarab, Mohammad Reza Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test [Volume 13, Issue 1, 2023, Pages 67-103]
Anber, Akram Ali Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Anber, Akram Ali Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Arefsadr, Sajjad Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]
Ariamanesh, Ali Akbar TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
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]
Asadollahfam, Hassan Demystifying Language Assessment Literacy among High School Teachers of English as a Foreign Language in Iran: Implications for Teacher Education Reforms [Volume 10, Issue 2, 2020, Pages 129-144]
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]
Ashraf, Hamid Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
Azizi, Zeinab Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
Azizmalayeri, Faramarz Demystifying Iranian EFL Teachers' Alternative Assessment Literacy Beliefs, Practices, and Challenges: A Mixed Methods Study [Volume 13, Issue 2, 2023, Pages 77-95]

B

Babaii, Esmat Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]
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, Purya A Mokken Scale Analysis of an English Reading Comprehension Test [Volume 11, Issue 1, 2021, Pages 132-143]
Baghaei, Purya The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
Baghaei, Purya A comparison of the added value of subscores across two subscore augmentation methods [Volume 13, Special Issue, 2023, Pages 109-125]
Baghaei, Purya Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
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]
Bakytbekovich, Omarov Nazarbek Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Banitalebi, Zahra Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]
Banitalebi, Zahra Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes [Volume 13, Issue 2, 2023, Pages 111-129]
Baqer, Abeer Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Barani, Ghasem Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test [Volume 10, Issue 2, 2020, Pages 33-70]
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]
Barati, Hossein TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
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]
Behin, Bahram Demystifying Language Assessment Literacy among High School Teachers of English as a Foreign Language in Iran: Implications for Teacher Education Reforms [Volume 10, Issue 2, 2020, Pages 129-144]
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]
Boori, Ali Akbar The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
Boori, Ali Akbar Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
Boori, Ali Akbar Psychometric Evaluation of the Speeded Cloze-Elide Test as a General Test of Proficiency in English as a Foreign Language [Volume 8, Issue 2, 2018, Pages 33-43]

C

Carcamo, Benjamin A Bilingual Version of the Vocabulary Size Test for Speakers of Spanish [Volume 12, Issue 2, 2022, Pages 45-58]
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

Davoudi, Mohammad Inferencing Complexity of Iranian TEFL Ph.D. Entrance Exam under the Lens of Construction-Integration Model of Inference Processing [Volume 11, Issue 2, 2021, Pages 122-141]
Dawood, Abdul Kareem Shareef A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
Dayeri, Khadijeh Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
Demeuova, Lyazat Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
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]
Djuraeva, Laylo Modelling Local Item Dependence in Cloze Tests with the Rasch Model: Applying a New Strategy [(Articles in Press)]
Doosti, Mehdi Fairness in Oral Language Assessment: Training Raters and Considering Examinees’ Expectations [Volume 11, Issue 2, 2021, Pages 64-90]
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]
Dwi Astuti, Dies Oktavia Delineating Discrepancies between TOEFL PBT and CBT [Volume 13, Issue 1, 2023, Pages 166-187]

E

Ebadi, Saman Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach [(Articles in Press)]
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]
Emaimo, John Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Emilia, Emi Using Item Analysis to Evaluate a Model of Pisa-Like Reading Test Developed by Teachers [Volume 13, Issue 1, 2023, Pages 188-205]
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]
Estaji, Masoomeh Assessment Perceptions and Practices in Academic Domain: The Design and Validation of an Assessment Identity Questionnaire (TAIQ) for EFL Teachers [Volume 11, Issue 1, 2021, Pages 103-131]
Estaji, Masoomeh Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]
Estaji, Masoomeh Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference? [Volume 14, Issue 1, 2024, Pages 131-149]

F

Fadaeipour, Anita Comparing the Psychometric Characteristics of Speeded and Standard C-Tests [Volume 7, Issue 1, 2017, Pages 40-50]
Fadhil Al Hasani, Saad Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
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]
Farangi, Mohamad Reza The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy [Volume 12, Issue 2, 2022, Pages 59-75]
Farhang-Ju, Maryam Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
Fazlali, Fatemeh Raising the Stakes of High School Exit Exams: Students’ Perspectives of their English Learning Motivation in a High-Stakes Test Change Context [Volume 10, Issue 2, 2020, Pages 71-87]
Fidalgo, Angel M. Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
Firmansyah, Firmansyah The Effect of Test Preparation on English Proficiency Performance of English Learners [(Articles in Press)]
Firoozi, Fatemeh Mokken Scale Analysis of the Reading Comprehension Section of the International English Language Testing System (IELTS) [Volume 11, Issue 2, 2021, Pages 91-108]
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]
Fitriyah, Ima An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations [Volume 14, Issue 1, 2024, Pages 166-184]
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

Georgievna, Goncharova Velichka Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Georgievna, Goncharova Velichka Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Ghaemi, Hamed Designing and Validating a Comprehensive Questionnaire to Assess Online Interaction Learning Model [Volume 11, Issue 2, 2021, Pages 34-50]
Ghaemi, Hamed Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
Ghaffary, Sadegh Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
Ghafoori, Nasser The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]
Ghahramanlou, Mohammad Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test [Volume 7, Issue 1, 2017, Pages 62-72]
Ghaleb, Maabreh Hatem Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Ghaleb, Maabreh Hatem Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Ghaleb, Maabreh Hatem Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Ghaleb Maabreh, Hatem Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Ghanbar, Hessameddin Structural Equation Modeling in L2 Research: A Systematic Review [Volume 13, Special Issue, 2023, Pages 79-108]
Ghanbar, Hessameddin Behavioral Cognitive Assessment Scrutinized in Language Testing and Vocabulary Size Test [(Articles in Press)]
Ghanbari, Nasim Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
Ghanbari, Nasim Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]
Ghanizadeh, Afsaneh EFL Students’ Evaluation Apprehension and Their Academic Achievement, Gender, and Educational level: Towards Designing and Validating a Comprehensive Scale [Volume 11, Issue 1, 2021, Pages 1-21]
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]
Ghazanfari, Mohammad The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
Ghazanfari, Mohammad Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
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]
Ghiasvand, Farhad Assessment Perceptions and Practices in Academic Domain: The Design and Validation of an Assessment Identity Questionnaire (TAIQ) for EFL Teachers [Volume 11, Issue 1, 2021, Pages 103-131]
Ghiasvand, Farhad Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes [Volume 13, Issue 2, 2023, Pages 111-129]
Ghiasvand, Farhad Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference? [Volume 14, Issue 1, 2024, Pages 131-149]
Gholami, Javad Learning-Oriented Assessment in the Context of Iran: Teachers' Perspectives [(Articles in Press)]
Ghonsooly, Behzad Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
Ghonsooly, Behzad The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
Ghonsooly, Behzad Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
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]
Ghorbanpour, Elham Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? (Assessment x̄ Approach) [Volume 11, Issue 1, 2021, Pages 36-57]
Gozali, Imelda An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations [Volume 14, Issue 1, 2024, Pages 166-184]
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

Hachim, Safa Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Hadi, Firas Zakariya Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Hamad, Doaa A. A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
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]
Hasan Al-Zubaidi, Sura Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Hashemi, Mahmood Validity and C-Tests: The Role of Text Authenticity [Volume 1, Issue 1, 2011, Pages 30-41]
Hashemi, Mohammad Reza Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]
Hashim, Ahmed Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
Hassan, Aalaa Yaseen Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
Hassan, Aalaa Yaseen Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Hassan, Aalaa Yaseen Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Hassan, Aalaa Yaseen Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
Hazim Jawad, Ali Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]
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]
Hussein, Rasha Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Hussein, Rasha Abed Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]

I

In’nami, Yo Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan? [Volume 7, Issue 1, 2017, Pages 1-27]
Iranmehr, Abutaleb Showcasing the Predictive Validity of High School Records for Students of English Language and Literature [Volume 11, Issue 2, 2021, Pages 168-179]
Ishihara, Noriko Teacher-based or Interactional? Exploring Assessments for Children's Pragmatic Development [Volume 4, Issue 1, 2014, Pages 84-112]
Ismail, Ismail Abdulwahhab Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
Ismail, Ismail Abdulwahhab Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]

J

Jafaripour, Sarallah Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
Jaheidzadeh, Safoura EFL Students’ Evaluation Apprehension and Their Academic Achievement, Gender, and Educational level: Towards Designing and Validating a Comprehensive Scale [Volume 11, Issue 1, 2021, Pages 1-21]
Jamila, Marium Effectiveness of Audiovisual Materials in Developing Tertiary Level Learners' English Listening and Speaking Skills [(Articles in Press)]
Jamilah, Jamilah Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]
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]
John, Emaimo Alice Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
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

Kadhim, Qasim Khlaif A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
Kadhim, Qasim A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
Kadirova, Khurshida Batirovna Modelling Local Item Dependence in Cloze Tests with the Rasch Model: Applying a New Strategy [(Articles in Press)]
Kamali, Jaber Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]
Karandeeva, Liudmila Georgievna Karandeeva Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Kareem, Zaidoon Hussein A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
Kashef, Leyli The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]
Ketabi, Somaye Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling [Volume 11, Issue 1, 2021, Pages 22-35]
Khabir, Masoud A Meta-Analysis on the Predictive Validity of Graduate Record Examination (GRE) General Test [Volume 11, Issue 2, 2021, Pages 51-63]
Khalaf Hamid, Zayad Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
Khalaji, Hamid Reza Demystifying Iranian EFL Teachers' Alternative Assessment Literacy Beliefs, Practices, and Challenges: A Mixed Methods Study [Volume 13, Issue 2, 2023, Pages 77-95]
Khalili, Abdolreza Learning-Oriented Assessment in the Context of Iran: Teachers' Perspectives [(Articles in Press)]
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]
Khlaif Kadhim, Qasim Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
Khodabakhshzadeh, Hossein The Relationships among Attitudes towards Cheating, Academic Self-Confidence, and General Language Ability among Iranian EFL Learners [Volume 11, Issue 2, 2021, Pages 1-12]
Khodabakhshzadeh, Hossein Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
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]
Khosravany Fard, Hamid Inferencing Complexity of Iranian TEFL Ph.D. Entrance Exam under the Lens of Construction-Integration Model of Inference Processing [Volume 11, Issue 2, 2021, Pages 122-141]
Khursanov, Nurislom Iskandarovich Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
Khursanov, Nurislom Iskandarovich Modelling Local Item Dependence in Cloze Tests with the Rasch Model: Applying a New Strategy [(Articles in Press)]
Kiany, Gholam Reza Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
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]
Kim, Peter Contrasting Groups Analysis of TOEFL® iBT Test Cut Scores and the Common European Framework of Reference (CEFR) Proficiency Levels: Kernel Density Estimation of an English Learners’ Corpus [Volume 11, Issue 1, 2021, Pages 88-102]
Korompot, Chairil Anwar Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
Kurniasih, Nia Using Item Analysis to Evaluate a Model of Pisa-Like Reading Test Developed by Teachers [Volume 13, Issue 1, 2023, Pages 188-205]
Kusumah, Chevy Delineating Discrepancies between TOEFL PBT and CBT [Volume 13, Issue 1, 2023, Pages 166-187]

L

Liu, Jianda Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]
LIU, Andy Jiahao Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]

M

Maabreh, Hatem Ghaleb Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
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]
Mahmood Ibrahim Alallo, Hajir Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
Maknun, Luluil Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]
Malek Abbasi, Fatemeh EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
Mansoor, Mohammad Salman Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Manzano, Dexter L Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances [Volume 12, Issue 2, 2022, Pages 128-144]
Manzari, Alireza Reliability and Validity of Self-Assessments among Iranian EFL University Students [Volume 13, Issue 1, 2023, Pages 225-235]
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]
Martinez, Joaquín Antonio The Retrofit of an English Language Placement Test Used for Large-scale Assessments in Higher Education [Volume 13, Issue 1, 2023, Pages 139-165]
Mehrpouyan, Azadeh The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]
Mei, Yolanda Tingyi An Evidence-based Review of Test de Connaissance du Français (TCF): A French Competency Test for Non-native Speakers of French [Volume 13, Issue 2, 2023, Pages 1-12]
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]
Mendoza Ramos, Arturo The Retrofit of an English Language Placement Test Used for Large-scale Assessments in Higher Education [Volume 13, Issue 1, 2023, Pages 139-165]
Mikhailovna, Kupriianova Anastasiia Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
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]
Mohamed, Khaled M Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
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, Mojtaba Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]
Mohammadi, Razieh Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]
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]
Mohammadkarimi, Ebrahim Analytic Assessment of TEFL Undergraduate Students' Writings: Diagnosing Areas of Strength and Weakness [Volume 12, Issue 2, 2022, Pages 25-44]
Mohammadkhah, Ebrahim Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
Mohammed, Aisha A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
Mohammed, Aisha Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
Mohammed, Aisha Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
Mohammed, Aisha Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Mohammed, Aisha Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Mohammed, Aisha Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
Mohammed, Aisha Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Mohammed, Aisha Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Mohammed Ali, Yusra Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Mohammed Ali, Yusra Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
Mohammed Ali, Yusra Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Mohammed Ali, Yusra Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Mohseny, Ahmad Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? (Assessment x̄ Approach) [Volume 11, Issue 1, 2021, Pages 36-57]
Momeni, Ali Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions [Volume 12, Issue 2, 2022, Pages 1-24]
Momeni, Ali Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy [Volume 13, Issue 2, 2023, Pages 13-37]
Morady Moghaddam, Mostafa Showcasing the Predictive Validity of High School Records for Students of English Language and Literature [Volume 11, Issue 2, 2021, Pages 168-179]
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]
Motallebzadeh, Khalil A Mokken Scale Analysis of an English Reading Comprehension Test [Volume 11, Issue 1, 2021, Pages 132-143]
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]
Musa Jaber, Mustafa Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Mutar, Hamid khalaf Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Mutar, Hamid khalaf Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
Mutlak, Dhameer A. A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]

N

Najeeb, Salma Saad Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
Najjarpour, Mona Navigating Mindset Trajectories: Exploring EFL Teachers' Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom [(Articles in Press)]
Naka, Laura The Impression of Formative Assessment in the Immediate Improvement of EFL Learning: Investigation of Pre-service Teachers’ Percipience in English for Teachers Course [Volume 13, Issue 1, 2023, Pages 236-259]
Namaziandost, Ehsan Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
Naraghizadeh, Mostafa Demystifying Iranian EFL Teachers' Alternative Assessment Literacy Beliefs, Practices, and Challenges: A Mixed Methods Study [Volume 13, Issue 2, 2023, Pages 77-95]
Nasiri, Mahdi Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
Nazym, Bekenova Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Neamah, Nour Raheem A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
Neamah, Nour Raheem Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
Neissari, Malihe Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
Nguyen, Huu Thanh Minh Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]
Ningrum, Ary Setya Budhi An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations [Volume 14, Issue 1, 2024, Pages 166-184]

O

Obaid, Ali Abdulridha Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
Ostovar-Namaghi, Seyyed Ali Showcasing the Predictive Validity of High School Records for Students of English Language and Literature [Volume 11, Issue 2, 2021, Pages 168-179]

P

Pan, Yi-Ching Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan? [Volume 7, Issue 1, 2017, Pages 1-27]
PENG, Riley Yiting Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]
Permatasari, Alfelia Nugky The Effect of Test Preparation on English Proficiency Performance of English Learners [(Articles in Press)]
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]
Pishghadam, Reza A comparison of the added value of subscores across two subscore augmentation methods [Volume 13, Special Issue, 2023, Pages 109-125]
Pudjitriherwanti, Anastasya Delineating Discrepancies between TOEFL PBT and CBT [Volume 13, Issue 1, 2023, Pages 166-187]
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]

Q

Qasim, Mohammed Saad A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]

R

Raheem Neamah, Nour Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Rahimi, Rana Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach [(Articles in Press)]
Rahman, Md. Munibur Effectiveness of Audiovisual Materials in Developing Tertiary Level Learners' English Listening and Speaking Skills [(Articles in Press)]
Rahmani, Simindokht Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test [Volume 13, Issue 1, 2023, Pages 67-103]
Rahmaty, Hanieh The Effects of Interactionist and Interventionist Dynamic Assessment on EFL Students’ Perfectionism, Willingness to Communicate, and Foreign Language Anxiety [Volume 11, Issue 2, 2021, Pages 13-33]
Rashidi, Naser The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy [Volume 12, Issue 2, 2022, Pages 59-75]
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]
Rasoli, Mohammad Kabir Validation of C-test Among Afghan Students of English as a foreign Language [Volume 11, Issue 2, 2021, Pages 109-121]
Rastegar, Behnaz Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement [Volume 13, Issue 1, 2023, Pages 44-66]
Rasulovna, Jamoldinova Odinaxon Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
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]
Ravand, Hamdollah Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling [Volume 11, Issue 1, 2021, Pages 22-35]
Ravand, Hamdollah The Construction and Validation of a Q-matrix for a High-stakes Reading Comprehension Test: A G-DINA Study [Volume 11, Issue 1, 2021, Pages 58-87]
Razmi, Mohammad Hasan A Meta-Analysis on the Predictive Validity of Graduate Record Examination (GRE) General Test [Volume 11, Issue 2, 2021, Pages 51-63]
Retnawati, Heri The Effect of Test Preparation on English Proficiency Performance of English Learners [(Articles in Press)]
Rezaei, Mahdi Behavioral Cognitive Assessment Scrutinized in Language Testing and Vocabulary Size Test [(Articles in Press)]
Rezaeian, Mahbubeh Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test [Volume 10, Issue 2, 2020, Pages 33-70]
Rezagah, Karim Iranian EFL Teachers’ Assessment Literacy Knowledge: The Impact of The Educational System on Teachers’ Classroom Assessment Practices [Volume 12, Issue 2, 2022, Pages 76-94]
Rezvani, Reza The Construction and Validation of a Q-matrix for a High-stakes Reading Comprehension Test: A G-DINA Study [Volume 11, Issue 1, 2021, Pages 58-87]
Rezvani, Reza Structural Equation Modeling in L2 Research: A Systematic Review [Volume 13, Special Issue, 2023, Pages 79-108]
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]
Roohani Tonekaboni, Fateme The Construction and Validation of a Q-matrix for a High-stakes Reading Comprehension Test: A G-DINA Study [Volume 11, Issue 1, 2021, Pages 58-87]

S

Sabit, Shaker Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Sabit, Shaker A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
Sabti, Ahmed A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
Sadeghi, Sayed Hadi A Book Review of "Practical Language Testing" by Glenn Fulcher (2010) [Volume 13, Issue 1, 2023, Pages 133-138]
Sadeghi, Setayesh Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
Saeedi, Zari Assessment Principles of English as a Lingua Franca: Their Realization in Low-Stakes Local English Tests in Iran [(Articles in Press)]
Saeedi, Zari Behavioral Cognitive Assessment Scrutinized in Language Testing and Vocabulary Size Test [(Articles in Press)]
Saeidrezaei Yazd, Farina Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
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]
Sahi, Zahraa Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
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]
Salari, Maryam Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach [(Articles in Press)]
Salehi, Hadi Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
Salimi, Esmaeel Ali Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy [Volume 13, Issue 2, 2023, Pages 13-37]
Salimi, Esmaeel Ali Navigating Mindset Trajectories: Exploring EFL Teachers' Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom [(Articles in Press)]
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]
Samir, Aynaz Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
Sarsarabi, Sharareh Sadat Investigating the Value of Different Kinds of Stems in Multiple Choice Tests: Interruptive Vs. Cumulative [Volume 13, Issue 2, 2023, Pages 170-187]
Sazegar, Zeynab Investigating the Value of Different Kinds of Stems in Multiple Choice Tests: Interruptive Vs. Cumulative [Volume 13, Issue 2, 2023, Pages 170-187]
Seyyedrezaei, Seyyed Hassan Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test [Volume 10, Issue 2, 2020, Pages 33-70]
Seyyedrezaei, Zari Sadat Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test [Volume 10, Issue 2, 2020, Pages 33-70]
Shafaghi, Mohsen Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
Shahmirzadi, Niloufar Validation of a Language Center Placement Test: Differential Item Functioning [Volume 13, Issue 1, 2023, Pages 1-17]
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]
ShayesteFar, Parvaneh Raising the Stakes of High School Exit Exams: Students’ Perspectives of their English Learning Motivation in a High-Stakes Test Change Context [Volume 10, Issue 2, 2020, Pages 71-87]
ShayesteFar, Parvaneh Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
Sheikholmoloki, Hamidreza The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
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]
Shoahosseini, Roya The Relationships among Attitudes towards Cheating, Academic Self-Confidence, and General Language Ability among Iranian EFL Learners [Volume 11, Issue 2, 2021, Pages 1-12]
Shukhratovna, Djuraeva Laylo Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
Siregar, Iskandarsyah Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam [(Articles in Press)]
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]
S. Kalantar, Omid Attaining C1-level Scores in TOEFL iBT: From Challenges to Needs [Volume 14, Issue 1, 2024, Pages 99-113]
Sorat, Zahra Iranian EFL Teachers’ Oral/Aural Skills Language Assessment Literacy: Instrument Development and Validation [Volume 13, Issue 2, 2023, Pages 56-76]
Souzandehfar, Marzieh New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]
Staroverova, Olga V Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
Su, Yunwen Test Review: The New HSK [Volume 5, Issue 2, 2015, Pages 96-109]
Sujatna, Eva Tuckyta Sari Using Item Analysis to Evaluate a Model of Pisa-Like Reading Test Developed by Teachers [Volume 13, Issue 1, 2023, Pages 188-205]
Sulaiman, Bahaa Aldin Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Suleiman, Osama Wael Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
Suleiman, Osama Wael Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
Sultan Afif, Al Khateeb Nashaat Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
Syman, Kuanysh Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]

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]
Tabatabaee-Yazdi, Mona Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
Tabatabaee-Yazdi, Mona A Mokken Scale Analysis of an English Reading Comprehension Test [Volume 11, Issue 1, 2021, Pages 132-143]
Tabatabaei, Omid Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
Tabataba’ian, Maryam Sadat IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
Tadayon, Fereshteh Assessment Principles of English as a Lingua Franca: Their Realization in Low-Stakes Local English Tests in Iran [(Articles in Press)]
Taheri, Farzaneh The Effect of Portfolio Assessment on EFL Learners’ Expository Writing Ability [Volume 5, Issue 1, 2015, Pages 46-59]
Tajeddin, Seyed Zia Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
Tajeddin, Zia Pragmatic Rater Training: Does It Affect Non-native L2 Teachers' Rating Accuracy and Bias? [Volume 4, Issue 1, 2014, Pages 66-83]
Tajeddin, Zia Assessment Principles of English as a Lingua Franca: Their Realization in Low-Stakes Local English Tests in Iran [(Articles in Press)]
Tan, Susan Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
Tatarinova, Galiya Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
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]
Tavassoli, Kobra Iranian EFL Teachers’ Oral/Aural Skills Language Assessment Literacy: Instrument Development and Validation [Volume 13, Issue 2, 2023, Pages 56-76]
Tilwani, Shouket Ahmad A Meta-Analysis on the Predictive Validity of Graduate Record Examination (GRE) General Test [Volume 11, Issue 2, 2021, Pages 51-63]
Tuama, Jassim Hassan A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]

U

Umirzakovich, Jumanazarov Umid Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
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]
Vahid Dastjerdi, Hossein Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
Valizadeh Oghani, Akbar The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]
Viktorovna, Shvedova Irina Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
Viktorovna, Shvedova Irina Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]

W

Wafqan, Hussam Mohammed Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Watmani, Rahim Demystifying Language Assessment Literacy among High School Teachers of English as a Foreign Language in Iran: Implications for Teacher Education Reforms [Volume 10, Issue 2, 2020, Pages 129-144]
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]
Wu, Karen Jin An Evidence-based Review of Test de Connaissance du Français (TCF): A French Competency Test for Non-native Speakers of French [Volume 13, Issue 2, 2023, Pages 1-12]

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]
Yaseen Hassan, Aalaa Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
Yasini, Ali Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
Yazdinejad, Anoushe Investigating the Validity of Partial Dictation as a Test of Overall Language Proficiency [Volume 9, Issue 2, 2019, Pages 44-56]
Yessimov, Bolathan Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]
Youhanaee, Manijeh TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
Younesi, Hossein Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating? [Volume 8, Issue 2, 2018, Pages 44-53]
Yu, Xiaoli Text complexity of reading comprehension passages in the National Matriculation English Test in China: The development from 1996 to 2020 [Volume 11, Issue 2, 2021, Pages 142-167]
Yulianto, Ahmad Delineating Discrepancies between TOEFL PBT and CBT [Volume 13, Issue 1, 2023, Pages 166-187]

Z

Zabihi, Reza Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
Zafarani, Pardis Learning-Oriented Assessment in the Context of Iran: Teachers' Perspectives [(Articles in Press)]
Zamzani, Zamzani Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]
Zare, Samaneh Psychometric Evaluation of the Speeded Cloze-Elide Test as a General Test of Proficiency in English as a Foreign Language [Volume 8, Issue 2, 2018, Pages 33-43]
Zarei, Abbas Ali The Effects of Interactionist and Interventionist Dynamic Assessment on EFL Students’ Perfectionism, Willingness to Communicate, and Foreign Language Anxiety [Volume 11, Issue 2, 2021, Pages 13-33]
Zarei, Abbas Ali Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement [Volume 13, Issue 1, 2023, Pages 44-66]
Zarei, Abbas Ali On the Effectiveness of Quizzes on L2 Idioms Learning [Volume 5, Issue 1, 2015, Pages 60-77]
Zareian, Gholamreza Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
Zarrabi, Maryam Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]
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]
Zolfaghari, Samaneh Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
Zolfagharkhani, Moslem EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]