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]
Your query does not match with any item