List of Articles Assessment

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - Examining Indicators of Validity in Online Formative Assessment: Insights from Iranian EFL Teachers
  Alireza Maleki Hosain Khodabakhshzadeh Mitra Zeraatpisheh Purya Baghaei
  10.71586/jal.2024.24011540
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - Dynamic Assessment of EFL Learners’ Reading Strategies: Introducing ‘Sauce’-Format Mediation
  قربان احمدی بهروز عزبدفتری سید محمد علوی
  10.30495/jal.2021.684303
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - Task-Based Listening Assessment and the Influence of Construct-Irrelevant Variance
  ارشیا کیوانفر مژگان رشتچی
• Open Access Article
  • Abstract Page
  • Full-Text
  
  4 - Dynamic Assessment in Iranian EFL Classrooms: A Post- method Enquiry
  سید جواد اسحقی سردرود
• Open Access Article
  • Abstract Page
  • Full-Text
  
  5 - The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks
  نادر صفایی اصل سعیده اهنگری مهناز سعیدی
  10.30495/jal.2021.686588
• Open Access Article
  • Abstract Page
  • Full-Text
  
  6 - Raters’ Perception and Expertise in Evaluating Second Language Compositions
  هومن بیژنی
• Open Access Article
  • Abstract Page
  • Full-Text
  
  7 - Emotional Intelligence and EFL Students’ Translation Ability
  سمانه مقیمی ماندانا یوسفی حکم اباد کاظم یوسفی
• Open Access Article
  • Abstract Page
  • Full-Text
  
  8 - Content Validity and Reliability of Multiple Intelligences Developmental Assessment Scales (MIDAS) Translated into Persian
  مهناز سعیدی شهلا استوار برنتن شریر محمد اصغر جعفر آبادی
• Open Access Article
  • Abstract Page
  • Full-Text
  
  9 - The Relationship between EFL Learners’ Use of Language Learning Strategies and Self-Perceived Language Proficiency
  مونا خبیری مهدیه اعظمی نژاد
• Open Access Article
  • Abstract Page
  • Full-Text
  
  10 - EFL Teachers’ Perceptions and Practices of Alternative Assessment Strategies and Their Relationship with Teacher Reflection
  مصطفی نراقی زاده فرامرز عزیز ملایری حمید رضا خلجی
  10.30495/jal.2022.697012
• Open Access Article
  • Abstract Page
  • Full-Text
  
  11 - Iranian Advanced EFL Learners’ Perception of Criteria-Referenced Self-and-Peer Assessment: Benefits and Challenges
  Behrooz Azabdaftari sanaz sanaz sabermoghaddam Zohreh Seifoori
  10.71586/jal.2024.05141119823
• Open Access Article
  • Abstract Page
  • Full-Text
  
  12 - Dynamic Assessment and Iranian EFL Learners’ Knowledge of Passive Voice in Speaking Tasks
  Bahar  Babaei Iraj Montashery
  10.71586/jal.2024.05201120349
• Open Access Article
  • Abstract Page
  • Full-Text
  
  13 - A Comparative Analysis of the Perceived Effects of Interactionist and Interventionist Dynamic Assessment Models in the Improvement of Speaking Subskills Among Iranian EFL Learners
  Saeid Sarabi Asl Mojgan Rashtchi Ghafour Rezaie
  10.71586/jal.2024.06041121633
• Open Access Article
  • Abstract Page
  • Full-Text
  
  14 - The Effect of Classroom-Based Assessment on Iranian EFL Learners Writing Self-Reflection Strategies: Scenario-Based Assessment Model vs Dialogue Journal Writing
  Masumeh rahimivand Saeideh Ahanghari Nasrin Hadidi
  10.71586/jal.2024.06171122993
• Open Access Article
  • Abstract Page
  • Full-Text
  
  15 - Portfolio Assessment-Led Engagement, Study and Activation (ESA) Mechanism in Writing Class: Focus on Emotive Dimensions
  Fatemeh Ranjbarvahed Gholam-Reza  Abbasian Bahram Mowlaie
  10.71586/jal.2024.10291188750
• Open Access Article
  • Abstract Page
  • Full-Text
  
  16 - Developing a Diagnostic-Oriented Scale for EFL Academic Writing: An Empirical Approach
  Fatemeh Shoaei Sayyed Mohammad  Alavi Hosein Karami
  10.71586/jal.2024.11181190893