Keyword Index

A

  • Activities The Impression of Formative Assessment in the Immediate Improvement of EFL Learning: Investigation of Pre-service Teachers’ Percipience in English for Teachers Course [Volume 13, Issue 1, 2023, Pages 236-259]
  • Assessment Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test [Volume 13, Issue 1, 2023, Pages 67-103]
  • Assessment Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes [Volume 13, Issue 2, 2023, Pages 111-129]
  • Assessment Practices Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
  • Attribute Relationship Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
  • Automated Writing Evaluation (AWE) Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]

B

  • B1 Preliminary English test A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
  • Bifactor model, Multidimensional IRT Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]
  • Blended feedback Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]

C

  • CAF TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
  • CBT Delineating Discrepancies between TOEFL PBT and CBT [Volume 13, Issue 1, 2023, Pages 166-187]
  • Classroom Assessment Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
  • Cognitive Diagnostic Models (CDMs) The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
  • Communicative Language Testing Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]
  • COVID-19 EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
  • C-test Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
  • Cumulative stems Investigating the Value of Different Kinds of Stems in Multiple Choice Tests: Interruptive Vs. Cumulative [Volume 13, Issue 2, 2023, Pages 170-187]

D

  • Diagnostic Classification Models Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
  • Differential Item Functioning Validation of a Language Center Placement Test: Differential Item Functioning [Volume 13, Issue 1, 2023, Pages 1-17]
  • Differential Item Functioning Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
  • DINA Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
  • DINO Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
  • Dispersion model Analysis of C-Tests with the Equidistance and the Dispersion Models [Volume 13, Special Issue, 2023, Pages 142-148]
  • Distractor analysis Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]

E

  • EFL Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
  • EFL learners Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
  • EFL student Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes [Volume 13, Issue 2, 2023, Pages 111-129]
  • EFL teachers Iranian EFL Teachers’ Oral/Aural Skills Language Assessment Literacy: Instrument Development and Validation [Volume 13, Issue 2, 2023, Pages 56-76]
  • EFL teachers Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
  • Engagement Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement [Volume 13, Issue 1, 2023, Pages 44-66]
  • English in higher education The Retrofit of an English Language Placement Test Used for Large-scale Assessments in Higher Education [Volume 13, Issue 1, 2023, Pages 139-165]
  • English language teaching EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
  • English Test for International Communication Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]
  • Exploratory Factor Analysis (EFA) Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test [Volume 13, Issue 1, 2023, Pages 67-103]

F

  • Formative Assessment Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]
  • Formative Assessment Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices [Volume 13, Issue 2, 2023, Pages 149-169]
  • French as a Foreign Language An Evidence-based Review of Test de Connaissance du Français (TCF): A French Competency Test for Non-native Speakers of French [Volume 13, Issue 2, 2023, Pages 1-12]

G

  • GDINA Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review [Volume 13, Special Issue, 2023, Pages 21-30]
  • GDINA The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
  • G-DINA, compensatory A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET) [Volume 13, Special Issue, 2023, Pages 1-20]
  • Graphical displays Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves [Volume 13, Special Issue, 2023, Pages 126-133]

H

  • High-Stakes Test The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]

I

  • IELTS Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
  • IELTS writing Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation [Volume 13, Issue 1, 2023, Pages 206-224]
  • Impact The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
  • Interlanguage pragmatic competence Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
  • INUEE The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
  • Iran The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
  • Iranian EFL Teachers Demystifying Iranian EFL Teachers' Alternative Assessment Literacy Beliefs, Practices, and Challenges: A Mixed Methods Study [Volume 13, Issue 2, 2023, Pages 77-95]
  • Iranian EFL teachers' assessment literacy Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy [Volume 13, Issue 2, 2023, Pages 13-37]
  • Iranian test takers TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]
  • Iranian Universities Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes [Volume 13, Issue 2, 2023, Pages 130-148]
  • Islamic Azad University English Proficiency Test (IAUEPT) The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]
  • Item Response Theory The Retrofit of an English Language Placement Test Used for Large-scale Assessments in Higher Education [Volume 13, Issue 1, 2023, Pages 139-165]
  • Item Response Theory Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]

J

  • Job demand Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement [Volume 13, Issue 1, 2023, Pages 44-66]
  • Job resource Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement [Volume 13, Issue 1, 2023, Pages 44-66]

L

M

  • Measurement Invariance Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
  • Microgenetic development approach Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
  • Multiple-choice items Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]

O

  • Online assessments EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
  • Online planning TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]

P

  • PBT Delineating Discrepancies between TOEFL PBT and CBT [Volume 13, Issue 1, 2023, Pages 166-187]
  • Peer-dynamic assessment Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]
  • Placement test Validation of a Language Center Placement Test: Differential Item Functioning [Volume 13, Issue 1, 2023, Pages 1-17]
  • Practical language testing A Book Review of "Practical Language Testing" by Glenn Fulcher (2010) [Volume 13, Issue 1, 2023, Pages 133-138]
  • Pre-task Planning TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]

Q

  • Q-matrix, Reading comprehension attributes The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT [Volume 13, Special Issue, 2023, Pages 31-53]

R

  • RASCH measurement Using Item Analysis to Evaluate a Model of Pisa-Like Reading Test Developed by Teachers [Volume 13, Issue 1, 2023, Pages 188-205]
  • Rasch model Distractor Analysis in Multiple-Choice Items Using the Rasch Model [Volume 13, Special Issue, 2023, Pages 69-78]
  • Rasch model Evaluating Measurement Invariance in the IELTS Listening Comprehension Test [Volume 13, Special Issue, 2023, Pages 134-141]
  • Rasch partial credit model Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
  • Reading aloud Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
  • Reliability Reliability and Validity of Self-Assessments among Iranian EFL University Students [Volume 13, Issue 1, 2023, Pages 225-235]

S

  • Self-assessment Reliability and Validity of Self-Assessments among Iranian EFL University Students [Volume 13, Issue 1, 2023, Pages 225-235]
  • Students’ perception EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak [Volume 13, Issue 2, 2023, Pages 188-205]
  • Systematic review Structural Equation Modeling in L2 Research: A Systematic Review [Volume 13, Special Issue, 2023, Pages 79-108]

T

  • TCF An Evidence-based Review of Test de Connaissance du Français (TCF): A French Competency Test for Non-native Speakers of French [Volume 13, Issue 2, 2023, Pages 1-12]
  • Teacher Training Using Item Analysis to Evaluate a Model of Pisa-Like Reading Test Developed by Teachers [Volume 13, Issue 1, 2023, Pages 188-205]
  • Teaching Methodology The Impression of Formative Assessment in the Immediate Improvement of EFL Learning: Investigation of Pre-service Teachers’ Percipience in English for Teachers Course [Volume 13, Issue 1, 2023, Pages 236-259]
  • Test Administration A Book Review of "Practical Language Testing" by Glenn Fulcher (2010) [Volume 13, Issue 1, 2023, Pages 133-138]
  • Test construction A Book Review of "Practical Language Testing" by Glenn Fulcher (2010) [Volume 13, Issue 1, 2023, Pages 133-138]
  • Test fairness The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study [Volume 13, Issue 1, 2023, Pages 104-132]
  • Test Fairness and Justice Framework, Six Years on: English Test for International Communication (ETIC) [Volume 13, Issue 2, 2023, Pages 96-110]
  • TOEFL speaking TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance [Volume 13, Issue 2, 2023, Pages 38-55]

U

  • Undergraduates Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes [Volume 13, Issue 2, 2023, Pages 111-129]
  • Unidimensional IRT Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language [Volume 13, Special Issue, 2023, Pages 54-61]

V

  • Validation Psychometric Modelling of Reading Aloud with the Rasch Model [Volume 13, Special Issue, 2023, Pages 62-68]
  • Validity Reliability and Validity of Self-Assessments among Iranian EFL University Students [Volume 13, Issue 1, 2023, Pages 225-235]

W

  • Wainer A comparison of the added value of subscores across two subscore augmentation methods [Volume 13, Special Issue, 2023, Pages 109-125]

Y

  • Yen A comparison of the added value of subscores across two subscore augmentation methods [Volume 13, Special Issue, 2023, Pages 109-125]

Z

  • Zone of Proximal Development Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach [Volume 13, Issue 1, 2023, Pages 18-43]