B
-
Background knowledge
Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
C
-
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]
-
Classroom Assessment
The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
-
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]
E
-
Educational Measurement
Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]
-
EFL learners
Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
-
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]
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]
L
-
Listening Comprehension Ability
The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation [Volume 7, Issue 2, 2017, Pages 178-194]
P
-
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]
-
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]
Q
-
Qmatrix
Cognitive Diagnostic Assessment: Issues and Considerations [Volume 7, Issue 2, 2017, Pages 73-98]
R
-
Reliability
Comparing the Psychometric Characteristics of Speeded and Standard C-Tests [Volume 7, Issue 1, 2017, Pages 40-50]
S
-
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]
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]
-
Tests
Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance [Volume 7, Issue 1, 2017, Pages 28-39]
-
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]
V
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Validation
Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model [Volume 7, Issue 1, 2017, Pages 51-61]
-
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]
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