A
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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]
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Abdullaev, Diyorjon
Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
B
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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]
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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]
E
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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
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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]
G
-
Ghaemi, Hamed
Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
-
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]
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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]
-
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]
-
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]
-
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]
-
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]
J
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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]
-
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]
K
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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]
M
-
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]
-
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]
-
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]
N
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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]
S
-
Saeidrezaei Yazd, Farina
Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
-
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]
-
Shukhratovna, Djuraeva Laylo
Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
-
S. Kalantar, Omid
Attaining C1-level Scores in TOEFL iBT: From Challenges to Needs [Volume 14, Issue 1, 2024, Pages 99-113]
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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]
T
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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]
V
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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]
Z
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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]
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