Heterogeneous Test-takers, Homogeneous Test Construct! Foundations of L2 Assessment Revisited: A Study of Cognition-related Assessment

Nasirpour, Behzad; Bagheri, Mohammad Sadegh; Yamini, Mortaza

Manuscript ID : 546175 Visit : 75 Page: 125 - 147

Article Type: Original Research

Heterogeneous Test-takers, Homogeneous Test Construct! Foundations of L2 Assessment Revisited: A Study of Cognition-related Assessment

Subject Areas : Journal of Studies in Learning and Teaching English

Behzad Nasirpour ¹ (Department of English Language Teaching Shiraz Branch, Islamic Azad University Shiraz, Iran)
Mohammad Sadegh Bagheri ² (Mohammad Sadegh Bagheri Department of English Language, Islamic Azad University, Shiraz, Iran)
Mortaza Yamini ³ (Zand Institute of Higher Education Shiraz, Iran)

Received: 2017-08-19 Accepted : 2019-02-19 Published : 2017-12-01

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References:

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The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
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The Effect of Using Advance Organizers on Improving Collocational Knowledge of Iranian EFL Learners in MALL-Oriented Classrooms
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The Relationship among Autonomy, Self-confidence and Written Performance between Iranian Male and Female EFL Learners
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Iranian EFL Teachers’ Productive and Receptive Metalinguistic Knowledge as a Function of Their Academic Major
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The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
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Heterogeneous Test-takers, Homogeneous Test Construct! Foundations of L2 Assessment Revisited: A Study of Cognition-related Assessment