Keyword Index

A

  • Assessment as learning Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]
  • Authenticity New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]

C

  • CDMs Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]

D

  • Differential Distractor Functioning (DDF) Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
  • Differential Item Functioning (DIF) Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
  • Dynamic assessment The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]

E

  • English Proficiency Test (EPT) Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
  • Expectations An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations [Volume 14, Issue 1, 2024, Pages 166-184]
  • Experienced EFL Teacher Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference? [Volume 14, Issue 1, 2024, Pages 131-149]

G

  • G-DINA Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]
  • General Education New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]

I

  • IELTS New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]
  • IELTS Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
  • Implicit theory of writing Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
  • Incremental theory of intelligence Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
  • Interactionist dynamic assessment The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates [Volume 14, Issue 1, 2024, Pages 1-16]
  • Item Response Theory (IRT) Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]

K

  • Keywords: assessment for learning Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]

L

  • Local item dependence Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]

N

  • Needs Analysis Attaining C1-level Scores in TOEFL iBT: From Challenges to Needs [Volume 14, Issue 1, 2024, Pages 99-113]
  • Novice EFL Teacher Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference? [Volume 14, Issue 1, 2024, Pages 131-149]

P

  • Perception Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning [Volume 14, Issue 1, 2024, Pages 82-98]

R

  • Rasch model Examining Local Item Dependence in a Cloze Test with the Rasch Model [Volume 14, Issue 1, 2024, Pages 75-81]
  • Reading comprehension attributes Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test [Volume 14, Issue 1, 2024, Pages 17-33]

S

  • Self-assessment Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]
  • Self-regulatory writing strategies Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates [Volume 14, Issue 1, 2024, Pages 114-130]
  • Speaking Module New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module [Volume 14, Issue 1, 2024, Pages 34-55]

T

  • Test Bias Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test [Volume 14, Issue 1, 2024, Pages 56-74]
  • TOEFL iBT Attaining C1-level Scores in TOEFL iBT: From Challenges to Needs [Volume 14, Issue 1, 2024, Pages 99-113]

W

  • Writing assessment Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context [Volume 14, Issue 1, 2024, Pages 150-165]