Detecting halo effects across rubric criteria in L2 writing assessment: A Many-facet Rasch analysis
Detecting halo effects across rubric criteria in L2 writing assessment: A Many-facet Rasch analysis

Hakimeh Ayoobiyan; Alireza Ahmadi

Articles in Press, Accepted Manuscript, Available Online from 11 July 2022

http://dx.doi.org/10.22108/are.2022.132503.1848

Abstract
  This study applied multi-faceted Rasch measurement to investigate the halo effect in the performance-based assessment of writing across rubric criteria. Five raters who had received ...  Read More
Factors Affecting Untrained Raters’ Cognition in Rating Oral Proficiency of English Language Learners: Insights from Iran
Factors Affecting Untrained Raters’ Cognition in Rating Oral Proficiency of English Language Learners: Insights from Iran

Nasimeh Nouhi Jadesi; Alireza Ahmadi; Seyyed Ayatollah Razmjoo

Volume 11, Issue 2 , April 2022, , Pages 1-24

http://dx.doi.org/10.22108/are.2021.129400.1744

Abstract
  Score decision-making is largely an undocumented process in performance assessment. To conduct a more in-depth cognitive study in scoring, one must ask if these underlying processes ...  Read More
Cognitive and Psychological Characteristics and EFL Learners’ Test Performance: A Validity Study
Cognitive and Psychological Characteristics and EFL Learners’ Test Performance: A Validity Study

Mohammad Ahmadi Safa; Rahime Karbakhsh ravari

Volume 11, Issue 1 , January 2022, , Pages 39-62

http://dx.doi.org/10.22108/are.2021.130599.1778

Abstract
  Language learners' test performance is affected by individual attributes that are not part of test takers’ language ability (Bachman, 1990). The identification of such factors ...  Read More
The Status Quo of Language Assessment Literacy among Syrian EFL Teachers
The Status Quo of Language Assessment Literacy among Syrian EFL Teachers

Duaa Sulaiman; S. Susan Marandi; Leila Tajik

Volume 10, Issue 2 , April 2021, , Pages 33-60

http://dx.doi.org/10.22108/are.2021.126136.1657

Abstract
  With the increasing importance of Language Assessment Literacy in recent years, identifying the assessment literacy components in different contexts becomes essential to ensure that ...  Read More
The Relationship between Graded and Tested Achievement: Do Gender and Proficiency Level Make a Difference?
The Relationship between Graded and Tested Achievement: Do Gender and Proficiency Level Make a Difference?

Majid Nowruzi; Majid Amerian; Hooshang Yazdani; Alimohammad Mohammadi

Volume 9, Issue 4 , November 2020, , Pages 477-502

http://dx.doi.org/10.22108/are.2020.120578.1516

Abstract
  Grades represent one of the most common sources of evidence of student achievement in classrooms, though their relationship with test scores has remained understudied, particularly ...  Read More
Cloze-Elide Test as an Alternative Test Method: Linking Personality Types to Test Method Performance
Cloze-Elide Test as an Alternative Test Method: Linking Personality Types to Test Method Performance

Rajab Esfandiari

Volume 8, Issue 1 , January 2019, , Pages 1-26

http://dx.doi.org/10.22108/are.2018.113350.1373

Abstract
  More innovative test methods may measure language learners’ test performance more accurately, contributing to much fairer decisions. This study examined Iranian language learners’ ...  Read More
Operationalization of Formative Assessment in Writing: An Intuitive ‎Approach to the Development of an Instrument
Operationalization of Formative Assessment in Writing: An Intuitive ‎Approach to the Development of an Instrument

Elaheh Tavakoli; Seyed Mohammad Reza Amirian; Tony Burner; Mohammad Davoudi; Saeed Ghaniabadi

Volume 7, Issue 3 , July 2018, , Pages 319-344

http://dx.doi.org/10.22108/are.2018.112373.1340

Abstract
  The current study aimed to develop a Formative Assessment of Writing (FAoW) instrument through operationalizing Black and Wiliam’s (2009) Formative Assessment (FA) and Hattie ...  Read More
Iranian EFL Teachers' Language Assessment Literacy (LAL) under an ‎Assessing Lens
Iranian EFL Teachers' Language Assessment Literacy (LAL) under an ‎Assessing Lens

Mitra Janatifar; S. Susan Marandi

Volume 7, Issue 3 , July 2018, , Pages 361-382

http://dx.doi.org/10.22108/are.2018.108818.1221

Abstract
  Despite being trained in pre-service teacher education programs, most EFL teachers are underprepared when faced with language assessment-related activities. Part of the problem emanates ...  Read More
Washback Effect of TEFL MA Exam on Iranian Lecturers’ Classroom Activities
Washback Effect of TEFL MA Exam on Iranian Lecturers’ Classroom Activities

Azadeh Pakzad; Hadi Salehi

Volume 7, Issue 1 , January 2018, , Pages 43-66

http://dx.doi.org/10.22108/are.2018.106580.1179

Abstract
  Washback refers to the effect of testing on teaching and learning. The university entrance exam for Iranian MA candidates of Teaching English as a Foreign Language (hereinafter TEFL ...  Read More
Score Generalizability of Writing Assessment: the Effect of Rater’s Gender
Score Generalizability of Writing Assessment: the Effect of Rater’s Gender

Rahil Sheibani; Alireza Ahmadi

Volume 6, Issue 4 , November 2017, , Pages 411-434

http://dx.doi.org/10.22108/are.2017.106097.1170

Abstract
  The score reliability of language performance tests has attracted increasing interest. Classical Test Theory cannot examine multiple sources of measurement error. Generalizability theory ...  Read More
Advanced and upper-intermediate EFL learners’ reciprocity to mediation: A dynamic listening assessment
Advanced and upper-intermediate EFL learners’ reciprocity to mediation: A dynamic listening assessment

Mehri Izadi; Hooshang Khoshsima; Esmaeel Nourmohammadi; Nahid Yarahmadzehi

Volume 6, Issue 4 , November 2017, , Pages 523-542

http://dx.doi.org/10.22108/are.2018.108533.1210

Abstract
  The present study aimed to capture and represent the mediator-learner’s interaction in the development of listening proficiency and statistically compare this interaction between ...  Read More
Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers
Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers

Minoo Alemi; Neda Khanlarzadeh

Volume 6, Issue 1 , January 2017, , Pages 67-84

http://dx.doi.org/10.22108/are.2017.21326

Abstract
  Abstract: Over the last few decades, several aspects of pragmatic knowledge and its effects on teaching  and  learning  a  second  language  (L2)  ...  Read More
Factors Influencing Iranian Untrained EFL Raters' Rating Group Oral Discussion Tasks: A Mixed Methods Design
Factors Influencing Iranian Untrained EFL Raters' Rating Group Oral Discussion Tasks: A Mixed Methods Design

Nasimeh Nouhi Jadesi; Seyyed Ayatollah Razmjoo; Alireza Ahmadi

Volume 5, Issue 2 , July 2016, , Pages 191-210

http://dx.doi.org/10.22108/are.2016.20426

Abstract
  Using a mixed methods design, the present study attempted to identify the factors influencing Iranian untrained EFL raters in rating group oral discussion tasks. To fulfil this aim, ...  Read More
Oral Presentation vs. Free Discussion: Iranian Intermediate EFL Learners’ Speaking Proficiency and Perception
Oral Presentation vs. Free Discussion: Iranian Intermediate EFL Learners’ Speaking Proficiency and Perception

Elaheh Sotoudehnama; Maryam Hashamdar

Volume 5, Issue 2 , July 2016, , Pages 211-236

http://dx.doi.org/10.22108/are.2016.20427

Abstract
  Speaking is a significant skill that many foreign language learners are trying to master. In this study, the effectiveness of two different speaking activities, i.e. oral presentation ...  Read More
The Washback Effects of High School Third Grade Exam on EFL Teachers’ Methodology, Evaluation and Attitude
The Washback Effects of High School Third Grade Exam on EFL Teachers’ Methodology, Evaluation and Attitude

Mohammad Ahmadi Safa; Farhad Jafari

Volume 5, Issue 1 , January 2016, , Pages 77-98

http://dx.doi.org/10.22108/are.2016.20397

Abstract
  Abstract: The widespread use of test scores for different educational and social decision making purposes has made the washback effect of tests a distinct educational phenomenon (Cheng, ...  Read More
Testing a model of L2 communication among Iranian EFL learners: A path analysis framework
Testing a model of L2 communication among Iranian EFL learners: A path analysis framework

Nasser Fallah; Habibollah Mashhady

Volume 4, Issue 1 , February 2015, , Pages 59-78

http://dx.doi.org/10.22108/are.2015.15494

Abstract
  Using  willingness  to  communicate  (WTC)  and  socio-educational  models  as  a  framework,  the present study aimed at examining ...  Read More
A confirmatory study of Differential Item Functioning on EFL reading comprehension
A confirmatory study of Differential Item Functioning on EFL reading comprehension

Alireza Ahmadi; Touraj Jalili

Volume 3, Issue 2 , August 2014, , Pages 55-68

http://dx.doi.org/10.22108/are.2014.15489

Abstract
  The  present  study  aimed  at  investigating  DIF  sources  on  an  EFL  reading  comprehension test.  Accordingly,  ...  Read More
The development of a Persian reading span test for the measure of L1 Persian EFL learners’ working memory capacity
The development of a Persian reading span test for the measure of L1 Persian EFL learners’ working memory capacity

Mohammadtaghi Shahnazari

Volume 2, Issue 2 , July 2013, , Pages 107-116

http://dx.doi.org/10.22108/are.2013.15473

Abstract
  This study describes  working  memory and developing and validating of an  L1 Persian reading span test for the measurement of working  memory of L1 Persian EFL ...  Read More
Pinpointing the classifiers of English language writing ability: A discriminant function analysis approach
Pinpointing the classifiers of English language writing ability: A discriminant function analysis approach

Reza Pishghadam; Mohammad Ali Shams

Volume 2, Issue 1 , February 2013, , Pages 45-60

http://dx.doi.org/10.22108/are.2013.15463

Abstract
  The  major  aim  of  this  paper  was  to  investigate  the  validity  of  language  and intelligence  factors  ...  Read More
The effects of Curriculum-Based Measurement on EFL learners' achievements in grammar and reading
The effects of Curriculum-Based Measurement on EFL learners' achievements in grammar and reading

Mansoor Tavakoli; Samira Atefi Boroujeni

Volume 1, Issue 2 , September 2012, , Pages 83-104

http://dx.doi.org/10.22108/are.2012.15457

Abstract
  The purpose of this study was to examine the effect of using Curriculum-Based Measurement (CBM) on the learners’ achievement in L2 grammar and reading in an EFL context and to ...  Read More
Bringing Classroom-Based Assessment into the EFL classroom
Bringing Classroom-Based Assessment into the EFL classroom

Andrew Finch

Volume 1, Issue 1 , January 2012, , Pages 73-86

http://dx.doi.org/10.22108/are.2012.15447

Abstract
  This  paper  describes  how  English  as  a  Foreign  Language  (EFL)  teachers  can  bring  reliable, valid, user-friendly ...  Read More