International Journal of Language Testing

Analytical Scoring Scale Analytic Assessment of TEFL Undergraduate Students' Writings: Diagnosing Areas of Strength and Weakness [Volume 12, Issue 2, 2022, Pages 25-44]
Assessment The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy [Volume 12, Issue 2, 2022, Pages 59-75]
Assessment Iranian EFL Teachers’ Assessment Literacy Knowledge: The Impact of The Educational System on Teachers’ Classroom Assessment Practices [Volume 12, Issue 2, 2022, Pages 76-94]
Assessment for learning Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances [Volume 12, Issue 2, 2022, Pages 128-144]
Attitudinal and Beliefs Dimensions Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
Authenticity Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]

Classroom Assessment Iranian EFL Teachers’ Assessment Literacy Knowledge: The Impact of The Educational System on Teachers’ Classroom Assessment Practices [Volume 12, Issue 2, 2022, Pages 76-94]
Conception of assessment The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy [Volume 12, Issue 2, 2022, Pages 59-75]
Confirmatory factor analysis (CFA) Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
Correlation Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
COVID-19 lockdown Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions [Volume 12, Issue 2, 2022, Pages 1-24]
C-test A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]

EFL teachers The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy [Volume 12, Issue 2, 2022, Pages 59-75]
English majors Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]

Factor analysis Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]

Instructional improvement Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]
Iranian EFL teachers' Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions [Volume 12, Issue 2, 2022, Pages 1-24]

Language assessment Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances [Volume 12, Issue 2, 2022, Pages 128-144]
Language Assessment Literacy Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
Learning A Bilingual Version of the Vocabulary Size Test for Speakers of Spanish [Volume 12, Issue 2, 2022, Pages 45-58]
Local item dependence Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Local item dependence A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]

One-factor model Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]
One-way ANOVA Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study [Volume 12, Issue 1, 2022, Pages 1-25]

Perceptions Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions [Volume 12, Issue 2, 2022, Pages 1-24]
Performance Evaluation Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances [Volume 12, Issue 2, 2022, Pages 128-144]

Rasch model Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Rasch model Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Reading achievement test Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]
Reading construct Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors [Volume 12, Issue 1, 2022, Pages 26-58]

Teacher assessment literacy Iranian EFL Teachers’ Assessment Literacy Knowledge: The Impact of The Educational System on Teachers’ Classroom Assessment Practices [Volume 12, Issue 2, 2022, Pages 76-94]
Teacher Professionalism, Teacher Knowledge Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model [Volume 12, Issue 1, 2022, Pages 82-102]
TEFL undergraduate students Analytic Assessment of TEFL Undergraduate Students' Writings: Diagnosing Areas of Strength and Weakness [Volume 12, Issue 2, 2022, Pages 25-44]
Test design Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]
Test-management strategy Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]
Test-wiseness strategy Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]

Unidimensionality Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Unidimensionality A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]

Validation Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire [Volume 12, Issue 1, 2022, Pages 59-81]
Validation Psychometric Evaluation of Dictations with the Rasch Model [Volume 12, Issue 2, 2022, Pages 118-127]
Validity A Bilingual Version of the Vocabulary Size Test for Speakers of Spanish [Volume 12, Issue 2, 2022, Pages 45-58]
Validity Psychometric Evaluation of Cloze Tests with the Rasch Model [Volume 12, Issue 2, 2022, Pages 95-106]
Vocabulary A Bilingual Version of the Vocabulary Size Test for Speakers of Spanish [Volume 12, Issue 2, 2022, Pages 45-58]

WETOAW Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers’ Grades in IELTS and World Englishes Essay Writing Tests [Volume 12, Issue 2, 2022, Pages 145-159]