Keyword Index

A

  • Ambiguity Tolerance The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
  • Analytic rating scales Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
  • Analytic scoring A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]
  • Apologies 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]
  • Applied ELT Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
  • Assessment Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating? [Volume 8, Issue 2, 2018, Pages 44-53]
  • Assessment 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]
  • Assessment Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
  • Attitude Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
  • Authenticity Validity and C-Tests: The Role of Text Authenticity [Volume 1, Issue 1, 2011, Pages 30-41]
  • Authenticity 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]
  • Authenticity Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research [Volume 4, Issue 1, 2014, Pages 26-49]

B

  • Background knowledge Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
  • Bias Pragmatic Rater Training: Does It Affect Non-native L2 Teachers' Rating Accuracy and Bias? [Volume 4, Issue 1, 2014, Pages 66-83]

C

  • CDA Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
  • CDMs 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]
  • Certification Testing 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]
  • Chinese as a second language Test Review: The New HSK [Volume 5, Issue 2, 2015, Pages 96-109]
  • Classroom Assessment The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
  • Cognitive Correlates 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]
  • Cognitive Diagnostic Model 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]
  • Cognitive Diagnostic Model (CDM) Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
  • Cognitive Diagnostic Modeling 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]
  • Confirmatory Factor Analysis 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]
  • Constructs validity 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]
  • Construct validity Models of Language Proficiency: a Reflection on the Construct of Language Ability [Volume 1, Issue 1, 2011, Pages 42-48]
  • Construct validity Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
  • Conventional Expressions 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]
  • Cronbach’s alpha 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]
  • C-test Investigating the Validity of Partial Dictation as a Test of Overall Language Proficiency [Volume 9, Issue 2, 2019, Pages 44-56]
  • C-test Validity and C-Tests: The Role of Text Authenticity [Volume 1, Issue 1, 2011, Pages 30-41]
  • C-test 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]
  • C-test 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]
  • C-test Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach [Volume 6, Issue 2, 2016, Pages 113-122]
  • C-test Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model [Volume 7, Issue 1, 2017, Pages 51-61]

D

  • Diagnostic Formative Assessment The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
  • DIF Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
  • DIF Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
  • DIF Sources Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
  • DINA Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
  • Dynamic assessment 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]
  • Dynamic assessment The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]

E

  • Educational Consequences 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]
  • Educational Language Testing Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
  • Educational Measurement Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]
  • EFL Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
  • EFL 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]
  • EFL learners Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
  • EFL teachers 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]
  • EFL writing assessment Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
  • E-learning The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]
  • English M.A. university entrance examination Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
  • Exam Anxiety The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
  • Explanation inference 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]

F

  • FACETS Pragmatic Rater Training: Does It Affect Non-native L2 Teachers' Rating Accuracy and Bias? [Volume 4, Issue 1, 2014, Pages 66-83]
  • Factor analysis Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
  • Fairness Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
  • Fairness Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
  • Formative Assessment Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]

G

  • Gender 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]
  • Generalizability Theory Providing Evidence for the Generalizability of a Speaking Placement Test Scores [Volume 5, Issue 2, 2015, Pages 78-95]
  • Grammatical Accuracy Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
  • Grammatical knowledge 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]
  • Guessing effect Properties of Single-Response and Double-Response Multiple-Choice Grammar Items [Volume 6, Issue 1, 2016, Pages 33-49]
  • Guttman’s Lambda2 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

  • High-Stakes Test 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]
  • High-stakes Tests 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]
  • Holistic scoring A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]

I

  • Idiom On the Effectiveness of Quizzes on L2 Idioms Learning [Volume 5, Issue 1, 2015, Pages 60-77]
  • IELTS 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]
  • Impact Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
  • Individual translation Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating? [Volume 8, Issue 2, 2018, Pages 44-53]
  • Interactive Discourse Completion Tasks 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]
  • IQ IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
  • Iranian National PhD Entrance Exam 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]
  • Iraqi EFL teachers Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]

L

  • L2 Chinese Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
  • L2 Learning The Effect of Portfolio Assessment on EFL Learners’ Expository Writing Ability [Volume 5, Issue 1, 2015, Pages 46-59]
  • L2 speech act performance assessment Towards Increased Classroom Assessment of Pragmatic Ability [Volume 4, Issue 1, 2014, Pages 5-25]
  • L2 writing 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]
  • L2 writing assessment A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]
  • Language assessment Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]
  • Learners’ autonomy 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]
  • Lexico-grammatical scoring 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]
  • LID 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]
  • Life issues Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
  • Life-Language model of proficiency Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
  • Life-Language Test Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers [Volume 2, Issue 2, 2012, Pages 93-109]
  • Listening Comprehension Ability The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
  • Listening skill The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners [Volume 6, Issue 1, 2016, Pages 24-32]
  • Local Stochastic Dependence 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]
  • LR Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]

M

  • Many-Facets Rasch Model Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
  • Mediation Teacher-based or Interactional? Exploring Assessments for Children's Pragmatic Development [Volume 4, Issue 1, 2014, Pages 84-112]
  • Method Bias On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items [Volume 8, Issue 1, 2018, Pages 12-26]
  • MFRM A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]
  • MH Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
  • Motivation 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]
  • Motivation for Learning English (MLE) 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]
  • Multimodality Teacher-based or Interactional? Exploring Assessments for Children's Pragmatic Development [Volume 4, Issue 1, 2014, Pages 84-112]
  • Multiple-choice items Properties of Single-Response and Double-Response Multiple-Choice Grammar Items [Volume 6, Issue 1, 2016, Pages 33-49]
  • Multiple-response multiple-choice items Properties of Single-Response and Double-Response Multiple-Choice Grammar Items [Volume 6, Issue 1, 2016, Pages 33-49]
  • Multitrak test Does the Type of Multiple-choice Item Make a Difference? The Case of Testing Grammar [Volume 4, Issue 2, 2014, Pages 175-186]

N

  • National University Entrance Examination 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]
  • Non-GDA Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
  • Non-TEFL background 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]
  • Non-Uniform DIF Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
  • Non-Western Language 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]

O

  • Online Group Dynamic Assessment (GDA) Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
  • Oral DCT 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]
  • Oral Performance Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance [Volume 6, Issue 2, 2016, Pages 50-71]

P

  • PACTE 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]
  • Partial credit model (PCM) 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]
  • Peer-assessment 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]
  • Performance Assessment Providing Evidence for the Generalizability of a Speaking Placement Test Scores [Volume 5, Issue 2, 2015, Pages 78-95]
  • Performance Assessments Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
  • Persian language 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]
  • PhD Entrance Exam 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]
  • Polytomous Data Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
  • Pragmatic Assessment 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]
  • Pragmatic Assessment Towards Increased Classroom Assessment of Pragmatic Ability [Volume 4, Issue 1, 2014, Pages 5-25]
  • Pragmatics test Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]
  • Principal component analysis Examining the Psychometric and Psychological Unidimensionality of Writing in English as a Foreign Language [Volume 5, Issue 1, 2015, Pages 29-45]
  • Proctors/Inspectors 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]
  • Professional Development 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]
  • Psycho-motor mechanism 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]

Q

  • Q-matrix 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]
  • Q-matrix Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration [Volume 3, Issue 1, 2013, Pages 11-37]
  • Qmatrix Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]

R

  • Rasch A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]
  • Rasch model 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]
  • Rasch model 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]
  • Rasch model Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
  • Rater Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
  • Raters’ Biasedness The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
  • Raters’ leniency The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
  • Raters’ severity The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
  • Rater training The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
  • Rater training Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]
  • Rating Scale Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
  • Rating Scales Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
  • Reading IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
  • Reading Anxiety The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
  • Reliability 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]
  • Reliability Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
  • Reliability Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research [Volume 4, Issue 1, 2014, Pages 26-49]
  • Reliability Providing Evidence for the Generalizability of a Speaking Placement Test Scores [Volume 5, Issue 2, 2015, Pages 78-95]
  • Reliability 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]
  • Reliability Comparing the Psychometric Characteristics of Speeded and Standard C-Tests [Volume 7, Issue 1, 2017, Pages 40-50]
  • Rubric Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
  • Rubrics A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing [Volume 2, Issue 1, 2012, Pages 59-92]

S

  • Scale 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]
  • Scale development On the Development and Validation of a Scale of Test Impact on Test Takers (TITT) [Volume 7, Issue 2, 2017, Pages 155-177]
  • Second language The Development and Validation of a Second Language Listening Reduced Forms Test [Volume 3, Issue 2, 2013, Pages 77-102]
  • Second language The Development and Validation of a Second Language Listening Reduced Forms Test [Volume 4, Issue 2, 2014, Pages 155-174]
  • Self-assessment 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]
  • SEM 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]
  • Social Consequences 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]
  • Speech Act 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]

T

  • Teacher Content Knowledge 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]
  • TeacherEducation University 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]
  • Teacher Evaluation 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]
  • Teachers' Conceptions and Practices of Formative Assessment Questionnaire Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]
  • Teaching and Learning Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
  • TEFL background 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]
  • Test Administration 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]
  • Test fairness IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
  • Test format IQ and Test Format: A Study into Test Fairness [Volume 1, Issue 1, 2011, Pages 17-29]
  • Test format Does the Type of Multiple-choice Item Make a Difference? The Case of Testing Grammar [Volume 4, Issue 2, 2014, Pages 175-186]
  • Testing Venue 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]
  • Test Instruments 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]
  • Test-led Changes 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]
  • Tests Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
  • Test validity 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]
  • The Concours Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
  • The New HSK Test Review: The New HSK [Volume 5, Issue 2, 2015, Pages 96-109]
  • Theory of Planned Behavior Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]
  • Think Aloud Protocol 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]
  • Think aloud protocols Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
  • TITT scale On the Development and Validation of a Scale of Test Impact on Test Takers (TITT) [Volume 7, Issue 2, 2017, Pages 155-177]
  • TOEIC Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan? [Volume 7, Issue 1, 2017, Pages 1-27]
  • Translation Quality Assessment 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]
  • Translation Quality Assessment Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]

U

  • UEE 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]
  • UEE 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]
  • Unidimensionality 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]
  • Unidimensionality Assumption On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items [Volume 8, Issue 1, 2018, Pages 12-26]
  • Uniform DIF Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]
  • University Entrance Examination Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities [Volume 5, Issue 1, 2015, Pages 1-28]
  • University Entrance Examinations (UEEs) 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]
  • UTEPT Detecting Gender DIF with an English Proficiency Test in EFL Context [Volume 4, Issue 2, 2014, Pages 187-203]

V

  • Validation Investigating the Validity of Partial Dictation as a Test of Overall Language Proficiency [Volume 9, Issue 2, 2019, Pages 44-56]
  • Validation Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale? [Volume 4, Issue 2, 2014, Pages 204-228]
  • Validation Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach [Volume 6, Issue 2, 2016, Pages 113-122]
  • Validation Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model [Volume 7, Issue 1, 2017, Pages 51-61]
  • Validity The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
  • Validity Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach [Volume 3, Issue 1, 2013, Pages 1-10]
  • Validity Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research [Volume 4, Issue 1, 2014, Pages 26-49]
  • Validity 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]
  • Validity Comparing the Psychometric Characteristics of Speeded and Standard C-Tests [Volume 7, Issue 1, 2017, Pages 40-50]
  • Validity Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test [Volume 7, Issue 1, 2017, Pages 62-72]
  • Validity Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]
  • Validity Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
  • Verbal Reports 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]

W

  • WDCT Examining Rater Effects in a WDCT Pragmatics Test [Volume 4, Issue 1, 2014, Pages 50-65]
  • Writing Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
  • Writing Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]
  • Writing assessment The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment [Volume 1, Issue 1, 2011, Pages 1-16]
  • Writing models 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]
  • Writing skill Examining the Psychometric and Psychological Unidimensionality of Writing in English as a Foreign Language [Volume 5, Issue 1, 2015, Pages 29-45]
  • Written DCT 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]

X

  • X-test 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]

Z

  • Zone of Proximal Development 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]
  • Zone of Proximal Development (ZPD) Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners [Volume 9, Issue 2, 2019, Pages 29-43]
  • ZPD Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One [Volume 8, Issue 1, 2018, Pages 1-11]