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]
  • Assessment Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources [Volume 10, Issue 2, 2020, Pages 88-100]

C

  • 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]

D

  • 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]

E

  • 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]
  • 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]
  • Exam Anxiety The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]

F

  • 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]

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]

I

  • Iraqi EFL teachers Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]

M

  • 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]

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-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]

P

  • Polytomous Data Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]

R

  • Rasch model Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]
  • Reading Anxiety The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
  • Rubric Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]

S

  • 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]

T

  • 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]
  • 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]
  • 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]
  • Theory of Planned Behavior Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment [Volume 10, Issue 2, 2020, Pages 145-166]
  • Translation Quality Assessment Translation Quality Assessment Rubric: A Rasch Model-based Validation [Volume 10, Issue 2, 2020, Pages 101-128]

U

  • 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]

V

  • Validity The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests [Volume 10, Issue 1, 2020, Pages 1-10]
  • 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]