Testing
1. L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation

Ali Mohammadi Darabad; Gholam-Reza Abbasian; Bahram Mowlaie; Ali Asghar Rostami Abusaeedi

Volume 10, Issue 1 , Winter and Spring 2021, , Pages 1-36

http://dx.doi.org/10.22054/ilt.2021.52989.507

Abstract
  AbstractClassroom performance assessment has gained prominence parallel to the multiplicity of the purposes ahead of assessment. Of many, the major controversy, which was the motive behind this study, is the incorporation of L1-based elicitation as a valid measure of second language (L2) performance ...  Read More

Testing
2. Examining the Fairness of the University Entrance Exam: A Latent Class Analysis Approach to Differential Item Functioning

Sayyed Mohammad Alavi; Hossein Karami; Mohammad Hossein Kouhpaeenejad

Volume 10, Issue 1 , Winter and Spring 2021, , Pages 147-170

http://dx.doi.org/10.22054/ilt.2021.60283.588

Abstract
  Measurement has been ubiquitous in all areas of education for at least a century. Various methods have been suggested to examine the fairness of education tests especially in high-stakes contexts. The present study has adopted the newly proposed ecological approach to differential item functioning (DIF) ...  Read More

Testing
3. Pre-service and In-service Teachers’ Knowledge and Practice of Assessment Literacy: A Dweller in an Ivory Tower

Mahmood Dehqan; Seyyedeh Raheleh Asadian Sorkhi

Volume 9, Issue 2 , Summer and Autumn 2020, , Pages 347-375

http://dx.doi.org/10.22054/ilt.2021.57203.556

Abstract
  Teacher assessment literacy plays a pivotal role in teacher education programs; however, there seems to be a lack of either assessment literacy or its implementation. Using an online assessment course, including both theoretical and practical issues, this mixed method study examined 16 teachers’ ...  Read More

Testing
4. Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment

Seyyed Mohammad Alavi; Mahboube Shahsavar; Mohammad Hossein Norouzi

Volume 9, Issue 1 , Winter and Spring 2020, , Pages 117-149

http://dx.doi.org/10.22054/ilt.2020.42653.400

Abstract
  Computerized Dynamic Assessment (CDA), encouraged by Brown and colleagues’ graduated prompt approach, is grounded in Vygotsky’s Socio-Cultural Theory (SCT) of mind and its concept of the zone of proximal development (ZPD). It emerged to respond to the challenge of implementing DA in large ...  Read More

Testing
5. Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling

Hamdollah Ravand; Gholamreza Rohani; Tahereh Firoozi

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 33-61

http://dx.doi.org/10.22054/ilt.2020.49509.460

Abstract
  The generalizability aspect of Construct validity, as proposed by Messick (1989), requires that a test measures the same trait across different samples from the same population. Differential Item functioning (DIF) analysis is a key component in the fairness evaluation of educational tests. University ...  Read More

Testing
6. A Study of Raters’ Behavior in Scoring L2 Speaking Performance: Using Rater Discussion as a Training Tool

Alireza Ahmadi

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 195-224

http://dx.doi.org/10.22054/ilt.2020.49511.461

Abstract
  The studies conducted so far on the effectiveness of resolution methods including the discussion method in resolving discrepancies in rating have yielded mixed results. What is left unnoticed in the literature is the potential of discussion to be used as a training tool rather than a resolution method. ...  Read More