| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Application of diffusion of innovation theory to educational accountability: the case of EFL education in Japan
|
Sasaki, Miyuki
|
|
2018
|
8 |
1 |
p. 1-16
|
artikel
|
| 2 |
A quantitative analysis of TOEFL iBT using an interpretive model of test validity
|
Esfandiari, Mohammad Reza
|
|
2018
|
8 |
1 |
p. 1-13
|
artikel
|
| 3 |
Assessing Japanese teachers’ classroom English “internationally”: implications for the development of classroom English language benchmarks in Japan
|
Nakata, Yoshiyuki
|
|
2018
|
8 |
1 |
p. 1-24
|
artikel
|
| 4 |
Behind a spoken performance: test takers’ strategic reactions in a simulated part 3 of the IELTS speaking test
|
Fernandez, Christina Judy
|
|
2018
|
8 |
1 |
p. 1-20
|
artikel
|
| 5 |
Correction to: Validity of the listening module of international English language testing system: multiple sources of evidence
|
Alavi, Sayyed Mohammad
|
|
2018
|
8 |
1 |
p. 1
|
artikel
|
| 6 |
Designing and validating a potential formative evaluation inventory for teacher competences
|
Mohamadi, Zohre
|
|
2018
|
8 |
1 |
p. 1-21
|
artikel
|
| 7 |
Developing a test of L2 Chinese pragmatic comprehension ability
|
Li, Shuai
|
|
2018
|
8 |
1 |
p. 1-23
|
artikel
|
| 8 |
Editorial: Language Testing in Asia has been accepted in SCOPUS
|
Kirkpatrick, Robert
|
|
2018
|
8 |
1 |
p. 1
|
artikel
|
| 9 |
Evaluating CEFR rater performance through the analysis of spoken learner corpora
|
Huang, Lan-fen
|
|
2018
|
8 |
1 |
p. 1-17
|
artikel
|
| 10 |
How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety
|
Zheng, Ying
|
|
2018
|
8 |
1 |
p. 1-19
|
artikel
|
| 11 |
How to evaluate the TEFL students’ translations: through analytic, holistic or combined method?
|
Amini, Mojtaba
|
|
2018
|
8 |
1 |
p. 1-8
|
artikel
|
| 12 |
IELTS economic washback: a case study on English major students at King Faisal University in Al-Hasa, Saudi Arabia
|
Alsagoafi, Ahmad
|
|
2018
|
8 |
1 |
p. 1-13
|
artikel
|
| 13 |
Investigating the psychometric properties of the Qiyas for L1 Arabic language test using a Rasch measurement framework
|
Al-Owidha, Amjed A.
|
|
2018
|
8 |
1 |
p. 1-19
|
artikel
|
| 14 |
Language assessment in the new English curriculum in Iran: managerial, institutional, and professional barriers
|
Razavipour, Kioumars
|
|
2018
|
8 |
1 |
p. 1-18
|
artikel
|
| 15 |
Postgraduate students’ conception of language assessment
|
Nimehchisalem, Vahid
|
|
2018
|
8 |
1 |
p. 1-14
|
artikel
|
| 16 |
Post hoc evaluation of analytic rating scales for improved functioning in the assessment of interactive L2 speaking ability
|
McDonald, Kurtis
|
|
2018
|
8 |
1 |
p. 1-23
|
artikel
|
| 17 |
Reviewing the IELTS speaking test in East Asia: theoretical and practice-based insights
|
Quaid, Ethan Douglas
|
|
2018
|
8 |
1 |
p. 1-9
|
artikel
|
| 18 |
Test review of the English public examination at the secondary level in Bangladesh
|
Sultana, Nasreen
|
|
2018
|
8 |
1 |
p. 1-9
|
artikel
|
| 19 |
The examination system in Bangladesh and its impact: on curriculum, students, teachers and society
|
Al Amin, Md
|
|
2018
|
8 |
1 |
p. 1-18
|
artikel
|
| 20 |
Toward measuring language teachers’ assessment knowledge: development and validation of Language Assessment Knowledge Scale (LAKS)
|
Ölmezer-Öztürk, Elçin
|
|
2018
|
8 |
1 |
p. 1-15
|
artikel
|
| 21 |
Validity of the listening module of international English language testing system: multiple sources of evidence
|
Alavi, Sayyed Mohammad
|
|
2018
|
8 |
1 |
p. 1-17
|
artikel
|
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