The current paper intends to exploit the Many Facet Rasch Model to investigate and compare the impact of situations (items) and raters on test takers' performance on the Written Discourse Completion Test (WDCT) and Discourse Self-Assessment Tests (DSAT). In this study, the participants were 110 English as a Foreign Language (EFL) students at…

This study aimed to propose a new method for scoring C-Tests as measures of general language proficiency. In this approach, the unit of analysis is sentences rather than gaps or passages. That is, the gaps correctly reformulated in each sentence were aggregated as sentence score, and then each sentence was entered into the analysis as a polytomous…

It is increasingly prevalent in digital learning and teaching strategies for discerning a global perspective on creating the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially during the COVID-19 pandemic in which immersive learning environments, such as a virtual…

Research on assessing English as a foreign language (EFL) development has been growing recently. However, empirical evidence from longitudinal analyses based on substantial samples is still needed. In such settings, tests for measuring language development must meet high standards of test quality such as validity, reliability, and objectivity, as…

Recent advances in machine learning have made automated scoring of learner speech widespread, and yet validation research that provides support for applying automated scoring technology to assessment is still in its infancy. Both the educational measurement and language assessment communities have called for greater transparency in describing…

This study was set to cross-validate a bilingual Persian-English version of the Vocabulary Size Test (VST) against the monolingual English version and compare Iranian EFL learners' performance on the two versions. Various bilingual versions of the VST have been developed based on the assumption that bilingual versions are not affected by the…

K-12 English language proficiency tests that assess multiple content domains (e.g., listening, speaking, reading, writing) often have subsections based on these content domains; scores assigned to these subsections are commonly known as subscores. Testing programs face increasing customer demands for the reporting of subscores in addition to the…

Writing in English with confidence is a matter of great concern for nonnative speakers. Since writing fluently requires a multi-dimensional mastery of language skills, students always regard it as an open question. This paper investigates writing skills which seem to be the least favored and most problematic skills to acquire in foreign language…

The purpose of this study is to develop a valid and reliable scale to assess the level of English usage in daily life by students between 15 and 19 years of age, and to compare these students' scale scores according to their achievement levels in an English course. Five hundred and ninety-five participants were randomly selected from a universe.…

This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native-English-speaking children would not do well on them (Winke, 2011). So the researchers had native speakers and learners of English aged 7 to 9 take sample versions of two…

Amid profound changes to student placement systems at universities and colleges, the placement of English language learners has remained largely the same. Generally speaking, international students, and in some places other English language learners, face single measure testing and required remediation. Single measure high stakes testing goes…

This study aimed to compare the accuracy of the test scores as results of Test of English Proficiency (TOEP) based on paper and pencil test (PPT) versus computer-based test (CBT). Using the participants' responses to the PPT documented from 2008-2010 and data of CBT TOEP documented in 2013-2014 on the sets of 1A, 2A, and 3A for the Listening and…

This article reports the findings of a study that sought to investigate whether computer-based vs. paper-based test-delivery mode has an impact on the reliability and validity of an achievement test for a pedagogical content knowledge course in an English teacher education program. A total of 97 university students enrolled in the English as a…

The present study attempted to investigate the effects of audio input enhancement on EFL learners' retention of intensifiers. To this end, two research questions were formulated. In order to address these research questions, this study attempted to reject two null hypotheses. Pretest-posttest control group quasi-experimental design was employed to…

The purpose of the present study is to compare the psychometric qualities of canonical single-response multiple-choice items with their double-response counterparts. Thirty, two-response fouroption grammar items for undergraduate students of English were constructed. A second version of the test was constructed by replacing one of the correct…