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
-
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]
-
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]
-
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
-
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]
-
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-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]
Your query does not match with any item