تعداد مقالات: 192

The Effect of Ipsative Assessment on EFL Learners’ Argumentative Writing Development: Complexity, Accuracy, and Fluency in Focus

صفحه 20 - 40   دوره 16    شماره 1

The Effect of Artificial Intelligence and Dynamic Assessment Synergy on Writing Development of Iranian Nursing Students

صفحه 84 - 99   دوره 16    شماره 1

Enhancing Speaking Proficiency Through Graphic-Rich Task-Based Language Testing: A Multimodal Assessment Approach

صفحه 100 - 118   دوره 16    شماره 1

A Comparison of Multifaceted Rasch Model and Rating Scale Model for Evaluating EFL Writing Performance

صفحه 1 - 19   دوره 16    شماره 1

Rethinking Social Justice in English Language Testing: A Critique of Neoliberal Practices

صفحه 41 - 57   دوره 16    شماره 1

Exploring the Impact of EFL Teachers' Knowledge on the Implementation of Differentiated Assessment in Indonesian Classrooms

صفحه 67 - 83   دوره 16    شماره 1

Retrofitting Non-diagnostic Grammar Assessment: Application of the G-DINA Model to a High Stakes Grammar Test

صفحه 119 - 134   دوره 16    شماره 1

Examining Measurement Invariance of a C-Test Across Gender Using Multiple-Group Item Response Theory

صفحه 58 - 66   دوره 16    شماره 1

ChatGPT for Grading Students’ Writing: A Systematic Review of Evidence in Relation to Core Language Assessment Principles

صفحه 135 - 154   دوره 16    شماره 1

Examining the Role of Lexical Sophistication, Lexical Diversity, Syntactic Sophistication, Syntactic Complexity, and Cohesion in L2 Speaking Proficiency Assessment

صفحه 43 - 70   دوره 15    شماره 2

Portfolio as an Assessment Tool: Impact on Student Participation and Improvement in EFL Learning

صفحه 134 - 152   دوره 15    شماره 2

L2 Writing Feedback Literacy and Writing Engagement Across Proficiency Levels: Focus on EFL Learners

صفحه 71 - 86   دوره 15    شماره 2

EFL Teachers’ Formative Assessment Practice: Does Teachers’ Level of Agency Matter?

صفحه 87 - 108   دوره 15    شماره 2

The Effect of Artificial Intelligence (AI)-Mediated Speaking Assessment on Speaking Performance and Willingness to Communicate of Iraqi EFL Learners

صفحه 1 - 18   دوره 15    شماره 2

An Exploratory Mixed Methods Study of Grammatical Range and Accuracy in IELTS: A True Diagnostic Approach to Cognitive Diagnostic Assessment

صفحه 19 - 42   دوره 15    شماره 2

Speaking Test Anxiety among Adult Saudi EFL Learners: Causes, Factors, and Suggested Solutions

صفحه 166 - 180   دوره 15    شماره 2

An Investigation of Tertiary Level EFL Teachers' Language Assessment Literacy in Indonesia

صفحه 120 - 133   دوره 15    شماره 2

Three-Parameter Item Response Theory Analysis of the Multiple-Choice Items in PIRLS 2016

صفحه 109 - 119   دوره 15    شماره 2

Indonesian English Teachers’ Perceptions of Local English Varieties and their Integration in Language Assessment Practices

صفحه 153 - 165   دوره 15    شماره 2

Examining the Effect of Item Difficulty and Rater Leniency on Iranian Test Takers’ Performance on WDCT and DSAT: A Comparative Study

صفحه 1 - 19   دوره 15    شماره 1

Examining the Elicited Imitation Test in an EFL Classroom: Insights from Language Assessment and Student Perception

صفحه 20 - 39   دوره 15    شماره 1

The Impact of Language Assessment Literacy Enhancement (LALE) on Iranian High School EFL Students’ Knowledge of Assessment as Learning in Writing

صفحه 40 - 53   دوره 15    شماره 1

Constructing and Validating a Q-matrix for Cognitive Diagnostic Analysis of the Listening Comprehension Section of the IELTS

صفحه 54 - 76   دوره 15    شماره 1

Integrated Listening/Speaking Skill Assessment: The Role of Ambiguity Tolerance, Cognitive/Metacognitive Strategy Use, and Foreign Language Anxiety

صفحه 77 - 90   دوره 15    شماره 1

Understanding Collective and Reflective Learning-Oriented Assessment among Iranian EFL Pre-service Teachers in Learner-Centered Language Teacher Education

صفحه 91 - 106   دوره 15    شماره 1

Exploring Assessment Practices of Iraqi EFL Teachers: Beliefs, Practices, and Alignment

صفحه 107 - 121   دوره 15    شماره 1

Item Response Theory Analysis of the Progress in International Reading Literacy Study (PIRLS) 2021 in Kazakhstan

صفحه 122 - 152   دوره 15    شماره 1

A Critical Book Review of "Ethics and Context in Second Language Testing: Rethinking Validity in Theory and Practice" Edited by M. Rafael Salaberry, Albert Weideman and Wei-Li Hsu (2023)

صفحه 153 - 158   دوره 15    شماره 1

A Case Study of Washback and Test Preparation of the New Version of PTE Academic

صفحه 159 - 172   دوره 15    شماره 1

Iranian EFL Learners’ Online Self-regulated Learning, Use of Communication Strategies, Test Anxiety and Online Speaking Test Performance: A Structural Equation Modeling Approach

صفحه 173 - 192   دوره 15    شماره 1

Comprehensive Review of Writing Assessments in EFL Contexts: A Meta-Synthetic Study

صفحه 193 - 213   دوره 15    شماره 1

Learning-Oriented Assessment in the Context of Iran: Teachers' Perspectives

صفحه 82 - 96   دوره 14    شماره 2

Effectiveness of Audiovisual Materials in Developing Tertiary Level Learners' English Listening and Speaking Skills

صفحه 67 - 81   دوره 14    شماره 2

Behavioral Cognitive Assessment Scrutinized in Language Testing and Vocabulary Size Test

صفحه 17 - 38   دوره 14    شماره 2

Exploring the Validity of Applied Linguistics’ Ph.D. Program Admission Interviews in Iranian Universities: A Validity Argument Approach

صفحه 1 - 16   دوره 14    شماره 2

Assessment Principles of English as a Lingua Franca: Their Realization in Low-Stakes Local English Tests in Iran

صفحه 39 - 56   دوره 14    شماره 2

Modelling Local Item Dependence in Cloze Tests with the Rasch Model: Applying a New Strategy

صفحه 97 - 103   دوره 14    شماره 2

Investigating Gender DIF in the Reading Comprehension Section of the B2 First Exam

صفحه 57 - 66   دوره 14    شماره 2

The Effect of Test Preparation on English Proficiency Performance of English Learners

صفحه 104 - 116   دوره 14    شماره 2

Navigating Mindset Trajectories: Exploring EFL Teachers' Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom

صفحه 117 - 132   دوره 14    شماره 2

Dynamic Assessment as the Linchpin of Academic Buoyancy, Reflective Thinking, and Academic Resilience for Intermediate Iranian EFL Learners: A Phenomenological Study

صفحه 133 - 150   دوره 14    شماره 2

Validation of C-Test among Iraqi EFL University Students

صفحه 151 - 161   دوره 14    شماره 2

The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates

صفحه 1 - 16   دوره 14    شماره 1

Cognitive Diagnostic Modeling Analysis of the Reading Comprehension Section of an Iranian High-stakes Language Proficiency Test

صفحه 17 - 33   دوره 14    شماره 1

Unveiling Indonesian EFL Teacher’s Perceptions and Challenges of Technology-based Assessment as and for Learning

صفحه 82 - 98   دوره 14    شماره 1

Attaining C1-level Scores in TOEFL iBT: From Challenges to Needs

صفحه 99 - 113   دوره 14    شماره 1

New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module

صفحه 34 - 55   دوره 14    شماره 1

Applying IRT Model to Determine Gender and Discipline-based DIF and DDF: A Study of the IAU English Proficiency Test

صفحه 56 - 74   دوره 14    شماره 1

Examining Local Item Dependence in a Cloze Test with the Rasch Model

صفحه 75 - 81   دوره 14    شماره 1

Incremental Theory of Intelligence and Writing Performance of Iranian IELTS Candidates

صفحه 114 - 130   دوره 14    شماره 1

Expanding Novice and Experienced Iranian EFL Teachers’ Assessment Identity Landscape: Does Online Explicit Instruction Make a Difference?

صفحه 131 - 149   دوره 14    شماره 1

An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations

صفحه 166 - 184   دوره 14    شماره 1

Perceptual (mis)matches between learners’ and teachers’ rating criteria in the Iranian EFL writing self-assessment context

صفحه 150 - 165   دوره 14    شماره 1

Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy

صفحه 13 - 37   دوره 13    شماره 2

An Evidence-based Review of Test de Connaissance du Français (TCF): A French Competency Test for Non-native Speakers of French

صفحه 1 - 12   دوره 13    شماره 2

Iranian EFL Teachers’ Oral/Aural Skills Language Assessment Literacy: Instrument Development and Validation

صفحه 56 - 76   دوره 13    شماره 2

TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance

صفحه 38 - 55   دوره 13    شماره 2

Demystifying Iranian EFL Teachers' Alternative Assessment Literacy Beliefs, Practices, and Challenges: A Mixed Methods Study

صفحه 77 - 95   دوره 13    شماره 2

Six Years on: English Test for International Communication (ETIC)

صفحه 96 - 110   دوره 13    شماره 2

Undergraduate EFL Students’ Perceived Emotions in Assessment: Disclosing the Antecedents and Outcomes

صفحه 111 - 129   دوره 13    شماره 2

Learner-Centered Assessment at Iranian Universities: EFL Students' Attitudes

صفحه 130 - 148   دوره 13    شماره 2

Investigating the Value of Different Kinds of Stems in Multiple Choice Tests: Interruptive Vs. Cumulative

صفحه 170 - 187   دوره 13    شماره 2

EFL Learners’ Perspective towards Online Assessments during COVID-19 Outbreak

صفحه 188 - 205   دوره 13    شماره 2

Iranian EFL Teachers' Classroom Assessment Practices: Discrepancy between Theoretical and Practical Aspects of Classroom Assessment Practices

صفحه 149 - 169   دوره 13    شماره 2

A Cognitive Diagnostic Assessment Study of the Reading Comprehension Section of the Preliminary English Test (PET)

صفحه 1 - 20   دوره 13    شماره Special Issue

Examining Attribute Relationship Using Diagnostic Classification Models: A Mini Review

صفحه 21 - 30   دوره 13    شماره Special Issue

The Construction and Validation of a Q-matrix for Cognitive Diagnostic Analysis: The Case of the Reading Comprehension Section of the IAUEPT

صفحه 31 - 53   دوره 13    شماره Special Issue

Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language

صفحه 54 - 61   دوره 13    شماره Special Issue

Psychometric Modelling of Reading Aloud with the Rasch Model

صفحه 62 - 68   دوره 13    شماره Special Issue

Structural Equation Modeling in L2 Research: A Systematic Review

صفحه 79 - 108   دوره 13    شماره Special Issue

Distractor Analysis in Multiple-Choice Items Using the Rasch Model

صفحه 69 - 78   دوره 13    شماره Special Issue

A comparison of the added value of subscores across two subscore augmentation methods

صفحه 109 - 125   دوره 13    شماره Special Issue

Analysis of C-Tests with the Equidistance and the Dispersion Models

صفحه 142 - 148   دوره 13    شماره Special Issue

Detecting Measurement Disturbance: Graphical Illustrations of Item Characteristic Curves

صفحه 126 - 133   دوره 13    شماره Special Issue

Evaluating Measurement Invariance in the IELTS Listening Comprehension Test

صفحه 134 - 141   دوره 13    شماره Special Issue

Validation of a Language Center Placement Test: Differential Item Functioning

صفحه 1 - 17   دوره 13    شماره 1

The Impacts of a Nationwide High-Stakes Test from High School Teachers and Principals' Perspectives: A Qualitative Study

صفحه 104 - 132   دوره 13    شماره 1

Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement

صفحه 44 - 66   دوره 13    شماره 1

Implementing Peer-dynamic Assessment to Cultivate Iranian EFL Learners’ Inter-language Pragmatic Competence: A Mixed-methods Approach

صفحه 18 - 43   دوره 13    شماره 1

Development and Validation of a Scenario-Based Teacher Language Assessment Literacy Test

صفحه 67 - 103   دوره 13    شماره 1

A Book Review of "Practical Language Testing" by Glenn Fulcher (2010)

صفحه 133 - 138   دوره 13    شماره 1

The Retrofit of an English Language Placement Test Used for Large-scale Assessments in Higher Education

صفحه 139 - 165   دوره 13    شماره 1

Delineating Discrepancies between TOEFL PBT and CBT

صفحه 166 - 187   دوره 13    شماره 1

Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation

صفحه 206 - 224   دوره 13    شماره 1

Using Item Analysis to Evaluate a Model of Pisa-Like Reading Test Developed by Teachers

صفحه 188 - 205   دوره 13    شماره 1

Reliability and Validity of Self-Assessments among Iranian EFL University Students

صفحه 225 - 235   دوره 13    شماره 1

The Impression of Formative Assessment in the Immediate Improvement of EFL Learning: Investigation of Pre-service Teachers’ Percipience in English for Teachers Course

صفحه 236 - 259   دوره 13    شماره 1

Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions

صفحه 1 - 24   دوره 12    شماره 2

A Bilingual Version of the Vocabulary Size Test for Speakers of Spanish

صفحه 45 - 58   دوره 12    شماره 2

Iranian EFL Teachers’ Assessment Literacy Knowledge: The Impact of The Educational System on Teachers’ Classroom Assessment Practices

صفحه 76 - 94   دوره 12    شماره 2

Analytic Assessment of TEFL Undergraduate Students' Writings: Diagnosing Areas of Strength and Weakness

صفحه 25 - 44   دوره 12    شماره 2

The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy

صفحه 59 - 75   دوره 12    شماره 2

Psychometric Evaluation of Cloze Tests with the Rasch Model

صفحه 95 - 106   دوره 12    شماره 2

A Comparison of Polytomous Rasch Models for the Analysis of C-Tests

صفحه 107 - 117   دوره 12    شماره 2

Psychometric Evaluation of Dictations with the Rasch Model

صفحه 118 - 127   دوره 12    شماره 2

Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances

صفحه 128 - 144   دوره 12    شماره 2

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

صفحه 145 - 159   دوره 12    شماره 2

Examining Teacher Assessment Literacy and Instructional Improvement of Iranian High School Teachers on Various Fields of Study

صفحه 1 - 25   دوره 12    شماره 1

Assessing Test-Taking Strategies of IELTS Test-Takers: Development and Validation of an IELTS Test-Taking Strategy Questionnaire

صفحه 59 - 81   دوره 12    شماره 1

Reshaping Content Validation: A Case Study of a Reading Achievement Test for Third-year English Majors

صفحه 26 - 58   دوره 12    شماره 1

Teachers' Conceptions of Language Assessment: Theoretical Knowledge and Attitudinal Dimensions of Language Assessment Literacy Model

صفحه 82 - 102   دوره 12    شماره 1

Designing and Validating a Comprehensive Questionnaire to Assess Online Interaction Learning Model

صفحه 34 - 50   دوره 11    شماره 2

Mokken Scale Analysis of the Reading Comprehension Section of the International English Language Testing System (IELTS)

صفحه 91 - 108   دوره 11    شماره 2

The Effects of Interactionist and Interventionist Dynamic Assessment on EFL Students’ Perfectionism, Willingness to Communicate, and Foreign Language Anxiety

صفحه 13 - 33   دوره 11    شماره 2

Validation of C-test Among Afghan Students of English as a foreign Language

صفحه 109 - 121   دوره 11    شماره 2

Inferencing Complexity of Iranian TEFL Ph.D. Entrance Exam under the Lens of Construction-Integration Model of Inference Processing

صفحه 122 - 141   دوره 11    شماره 2

Fairness in Oral Language Assessment: Training Raters and Considering Examinees’ Expectations

صفحه 64 - 90   دوره 11    شماره 2

The Relationships among Attitudes towards Cheating, Academic Self-Confidence, and General Language Ability among Iranian EFL Learners

صفحه 1 - 12   دوره 11    شماره 2

A Meta-Analysis on the Predictive Validity of Graduate Record Examination (GRE) General Test

صفحه 51 - 63   دوره 11    شماره 2

Showcasing the Predictive Validity of High School Records for Students of English Language and Literature

صفحه 168 - 179   دوره 11    شماره 2

Text complexity of reading comprehension passages in the National Matriculation English Test in China: The development from 1996 to 2020

صفحه 142 - 167   دوره 11    شماره 2

EFL Students’ Evaluation Apprehension and Their Academic Achievement, Gender, and Educational level: Towards Designing and Validating a Comprehensive Scale

صفحه 1 - 21   دوره 11    شماره 1

The Construction and Validation of a Q-matrix for a High-stakes Reading Comprehension Test: A G-DINA Study

صفحه 58 - 87   دوره 11    شماره 1

Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? (Assessment x̄ Approach)

صفحه 36 - 57   دوره 11    شماره 1

Assessment Perceptions and Practices in Academic Domain: The Design and Validation of an Assessment Identity Questionnaire (TAIQ) for EFL Teachers

صفحه 103 - 131   دوره 11    شماره 1

Diagnostic Test Construction: Insights from Cognitive Diagnostic Modeling

صفحه 22 - 35   دوره 11    شماره 1

Contrasting Groups Analysis of TOEFL® iBT Test Cut Scores and the Common European Framework of Reference (CEFR) Proficiency Levels: Kernel Density Estimation of an English Learners’ Corpus

صفحه 88 - 102   دوره 11    شماره 1

A Mokken Scale Analysis of an English Reading Comprehension Test

صفحه 132 - 143   دوره 11    شماره 1

Construction and Validation of Educational, Social and Psychological Consequences Questionnaires of EPT as a High-Stakes Test

صفحه 33 - 70   دوره 10    شماره 2

Translation Quality Assessment Rubric: A Rasch Model-based Validation

صفحه 101 - 128   دوره 10    شماره 2

Raising the Stakes of High School Exit Exams: Students’ Perspectives of their English Learning Motivation in a High-Stakes Test Change Context

صفحه 71 - 87   دوره 10    شماره 2

Investigating Fairness of Reading Comprehension Section of INUEE: Learner’s Attitudes towards DIF Sources

صفحه 88 - 100   دوره 10    شماره 2

Examination of Iraqi EFL Teachers’ Attitudes, Intentions, and Practices Regarding Formative Assessment

صفحه 145 - 166   دوره 10    شماره 2

Demystifying Language Assessment Literacy among High School Teachers of English as a Foreign Language in Iran: Implications for Teacher Education Reforms

صفحه 129 - 144   دوره 10    شماره 2

The Impact of Construct-Irrelevant Factors on the Validity of Reading Comprehension Tests

صفحه 1 - 10   دوره 10    شماره 1

A Cognitive Diagnostic Modeling Analysis of the English Reading Comprehension Section of the Iranian National University Entrance Examination

صفحه 11 - 32   دوره 10    شماره 1

Investigating the Effects of Online Concurrent Group Dynamic Assessment on ‎Enhancing ‎Grammatical Accuracy of EFL Learners

صفحه 29 - 43   دوره 9    شماره 2

Investigating the Validity of Partial Dictation as a Test of Overall Language Proficiency

صفحه 44 - 56   دوره 9    شماره 2

Application of Cognitive Diagnostic Models to the Listening Section of the International English Language Testing System (IELTS)

صفحه 1 - 28   دوره 9    شماره 1

Psychometric Evaluation of the Speeded Cloze-Elide Test as a General Test of Proficiency in English as a Foreign Language

صفحه 33 - 43   دوره 8    شماره 2

Classroom Translation Assessment Techniques: How Can We Tell What/How Our Students Are Translating?

صفحه 44 - 53   دوره 8    شماره 2

Learners’ Attitudes toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One

صفحه 1 - 11   دوره 8    شماره 1

A Book Review of “Handbook of Second Language Assessment” By Dina Tsagari and Jayanti Banerjee (2016)

صفحه 27 - 32   دوره 8    شماره 1

On the Dimensionality of Reading Comprehension Tests Composed of Text Comprehension Items and Cloze Test Items

صفحه 12 - 26   دوره 8    شماره 1

Cognitive Diagnostic Assessment: Issues and Considerations

صفحه 73 - 98   دوره 7    شماره 2

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

صفحه 99 - 115   دوره 7    شماره 2

On the Development and Validation of a Scale of Test Impact on Test Takers (TITT)

صفحه 155 - 177   دوره 7    شماره 2

Construction and Validation of a Tool for Measuring English Teacher Candidates’ Professional Knowledge: Certification Policy and Practice Evidence from Teacher-Education University in Iran

صفحه 116 - 154   دوره 7    شماره 2

The Impact of Diagnostic Formative Assessment on Listening Comprehension Ability and Self-Regulation

صفحه 178 - 194   دوره 7    شماره 2

Role of Background Knowledge in Iranian EFL Learners’ Reading Comprehension Test Performance

صفحه 28 - 39   دوره 7    شماره 1

Comparing the Psychometric Characteristics of Speeded and Standard C-Tests

صفحه 40 - 50   دوره 7    شماره 1

Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan?

صفحه 1 - 27   دوره 7    شماره 1

Examining the Underlying Components of C-Test Performance Using a Cognitive Process Model

صفحه 51 - 61   دوره 7    شماره 1

Understanding the Cognitive Processes Underlying Performance in the IELTS Listening Comprehension Test

صفحه 62 - 72   دوره 7    شماره 1

An in-depth Insight into EFL University Students’ Cognitive Processes of C-Test and X-Test: A Case of Comparison

صفحه 101 - 112   دوره 6    شماره 2

Development and Validation of a Researcher Constructed Psycho-motor Mechanism Scale for Evaluating the Quality of Translation Works

صفحه 72 - 91   دوره 6    شماره 2

Developing a Model of Analytic Rating Scales to Assess College Students’ L2 Chinese Oral Performance

صفحه 50 - 71   دوره 6    شماره 2

Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach

صفحه 113 - 122   دوره 6    شماره 2

Cognitive Diagnostic Modeling of L2 Reading Comprehension Ability: Providing Feedback on the Reading Performance of Iranian Candidates for the University Entrance Examination

صفحه 92 - 100   دوره 6    شماره 2

The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners

صفحه 24 - 32   دوره 6    شماره 1

Examining Construct Validity of the Master’s UEE Using the Rasch Model and the Six Aspects of the Messick's Framework

صفحه 1 - 23   دوره 6    شماره 1

Properties of Single-Response and Double-Response Multiple-Choice Grammar Items

صفحه 33 - 49   دوره 6    شماره 1

Providing Evidence for the Generalizability of a Speaking Placement Test Scores

صفحه 78 - 95   دوره 5    شماره 2

A Qualitative Study on Iranian Test-takers’ Anxiety in FCE Speaking Test: Investigating the Perceptions, Causes, and Strategies Applied

صفحه 121 - 150   دوره 5    شماره 2

Test Administration Conditions of the General English Section of the Iranian National PhD Entrance Exam: Are the PhD Exam Candidates Satisfied?

صفحه 151 - 167   دوره 5    شماره 2

Test Review: The New HSK

صفحه 96 - 109   دوره 5    شماره 2

The Role of Peer-assessment versus Self-assessment in Promoting Autonomy in Language Use: A Case of EFL Learners

صفحه 110 - 120   دوره 5    شماره 2

Washback Effect of the Iranian Concours on Senior High School Students' EFL Learning Activities

صفحه 1 - 28   دوره 5    شماره 1

On the Effectiveness of Quizzes on L2 Idioms Learning

صفحه 60 - 77   دوره 5    شماره 1

Examining the Psychometric and Psychological Unidimensionality of Writing in English as a Foreign Language

صفحه 29 - 45   دوره 5    شماره 1

The Effect of Portfolio Assessment on EFL Learners’ Expository Writing Ability

صفحه 46 - 59   دوره 5    شماره 1

The Development and Validation of a Second Language Listening Reduced Forms Test

صفحه 155 - 174   دوره 4    شماره 2

Detecting Gender DIF with an English Proficiency Test in EFL Context

صفحه 187 - 203   دوره 4    شماره 2

Does the Type of Multiple-choice Item Make a Difference? The Case of Testing Grammar

صفحه 175 - 186   دوره 4    شماره 2

Iranian EFL Writing Assessment: The Agency of Rater or Rating Scale?

صفحه 204 - 228   دوره 4    شماره 2

Introduction from the Guest Editor

صفحه 1 - 4   دوره 4    شماره 1

Towards Increased Classroom Assessment of Pragmatic Ability

صفحه 5 - 25   دوره 4    شماره 1

Examining Rater Effects in a WDCT Pragmatics Test

صفحه 50 - 65   دوره 4    شماره 1

Expanding Traditional Testing Measures with Tasks from L2 Pragmatics Research

صفحه 26 - 49   دوره 4    شماره 1

Pragmatic Rater Training: Does It Affect Non-native L2 Teachers' Rating Accuracy and Bias?

صفحه 66 - 83   دوره 4    شماره 1

Reorienting the assessment of the conventional expressions of complaining and apologising: From single-response to interactive DCTs

صفحه 113 - 136   دوره 4    شماره 1

Teacher-based or Interactional? Exploring Assessments for Children's Pragmatic Development

صفحه 84 - 112   دوره 4    شماره 1

Speech Act Data Collection in a Non-Western Context: Oral and Written DCTs in the Persian Language

صفحه 137 - 154   دوره 4    شماره 1

The Development and Validation of a Second Language Listening Reduced Forms Test

صفحه 77 - 102   دوره 3    شماره 2

Investigating Relationships among Test Takers’ Characteristics and Response Formats in a Reading Comprehension Test: A Structural Equation Modeling Approach

صفحه 38 - 59   دوره 3    شماره 2

The Impact of Dynamic Assessment on Reading Comprehension and Metacognitive Awareness of Reading Strategy Use in Iranian High School Learners

صفحه 60 - 77   دوره 3    شماره 2

Validation of an Analytic Rating Scale for Writing: A Rasch Modeling Approach

صفحه 1 - 10   دوره 3    شماره 1

Exploring Diagnostic Capacity of a High Stakes Reading Comprehension Test: A Pedagogical Demonstration

صفحه 11 - 37   دوره 3    شماره 1

Commentary on Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers

صفحه 109 - 111   دوره 2    شماره 2

Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers

صفحه 93 - 109   دوره 2    شماره 2

The Commentary on Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers

صفحه 112 - 115   دوره 2    شماره 2

An Appraisal of “Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers” by Pishghadam and Zabihi (2012)

صفحه 116 - 119   دوره 2    شماره 2

On the Need for a New Model of Language Proficiency and its Implications for Language Testing: A Review of Pishghadam and Zabihi (2012)

صفحه 120 - 125   دوره 2    شماره 2

A commentary on “Establishing a Life-Language Model of Proficiency: A New Challenge for Language Testers”

صفحه 126 - 131   دوره 2    شماره 2

Theoretical Misconceptions and Misuse of Statistics: A Critique of Khodadady and Hashemi (2011) and Some General Remarks on Cronbach’s Alpha

صفحه 20 - 27   دوره 2    شماره 1

How Does “Sentence Structure and Vocabulary” Function as a Scoring Criterion Alongside Other Criteria in Writing Assessment?

صفحه 28 - 58   دوره 2    شماره 1

A Comparison of the Performance of Analytic vs. Holistic Scoring Rubrics to Assess L2 Writing

صفحه 59 - 92   دوره 2    شماره 1

Application of Confirmatory Factor Analysis in Construct Validity Investigation: The Case of the Grammar Sub-Test of the CEP Placement Exam

صفحه 1 - 19   دوره 2    شماره 1

IQ and Test Format: A Study into Test Fairness

صفحه 17 - 29   دوره 1    شماره 1

The Effects of Rater Training on Raters’ Severity and Bias in Second Language Writing Assessment

صفحه 1 - 16   دوره 1    شماره 1

Validity and C-Tests: The Role of Text Authenticity

صفحه 30 - 41   دوره 1    شماره 1

Models of Language Proficiency: a Reflection on the Construct of Language Ability

صفحه 42 - 48   دوره 1    شماره 1
دانشگاه شهید بهشتی
Anonymous peer review
فارسی - Persian
داوری یک سو ناشناس