A
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Analytical Scoring Scale
Analytic Assessment of TEFL Undergraduate Students' Writings: Diagnosing Areas of Strength and Weakness [Volume 12, Issue 2, 2022, Pages 25-44]
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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]
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Assessment for learning
Examining the Interrater Reliability Between Self- and Teacher Assessment of Students’ Oral Performances [Volume 12, Issue 2, 2022, Pages 128-144]
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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]
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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]
C
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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]
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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]
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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]
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COVID-19 lockdown
Online Assessment in Times of COVID-19 Lockdown: Iranian EFL Teachers' Perceptions [Volume 12, Issue 2, 2022, Pages 1-24]
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C-test
A Comparison of Polytomous Rasch Models for the Analysis of C-Tests [Volume 12, Issue 2, 2022, Pages 107-117]
E
-
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]
F
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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]
I
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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]
L
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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]
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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]
O
-
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]
P
-
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]
R
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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]
T
-
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]
U
-
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]
V
-
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]
W
-
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]
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