Recently, psychometricians and researchers have voiced their concern over the exploration of language test items in light of Messick’s validation framework. Validity has been central to test development and use; however, it has not received due attention in language tests having grave consequences for test takers. The present study sought to examine the validity of the University of Tehran English language proficiency test (UTEPT) using 6 aspects of Messick’s validation framework (i.e., content, structural, external, generalizability, substantive, and consequential). To examine each validity dimension, the Rasch model was considered. To this end, the data of 394 test takers who had taken the test in 2023 were cleaned and analyzed for the assumptions of the Rasch model and then for the 6 aforementioned validity aspects. The results indicated that the structural (i.e., unidimensionality), generalizability (i.e., measurement invariance), and substantive aspects held. However, the evidence for the content, external, and consequential aspects of validity was less definitive. The implications of the findings for the validity of the test, for the realm of language testing, and for item developers and item writers will be discussed.

This study presents a modified version of the Korean Elicited Imitation (EI) test, designed to resemble natural spoken language, and validates its reliability as a measure of proficiency. The study assesses the correlation between average test scores and Test of Proficiency in Korean (TOPIK) levels, examining score distributions among beginner, intermediate, and advanced learner groups. Using item response theory (IRT), the study explores the influence of four key facets—learners, items, raters, and constructs—on performance evaluation. An explanatory item response modeling (EIRM) analysis identified linguistic factors impacting the EI test’s performance. Notably, the study uncovered a robust positive correlation between EI test scores and TOPIK levels. Significant score disparities were observed between beginner and intermediate, as well as beginner and advanced, learner cohorts. An IRT-based exploration of each facet revealed that item difficulty was comparatively lower in contrast to learners’ commendable performance, and raters exhibited a high degree of scoring consistency. The EIRM analysis underscores the significance of variables such as the number of syllables, vocabulary score, and content word density in influencing test performance.

This study addressed a gap in existing research on Multiple-Choice (MC) cloze tests by focusing on the learners’ perspective, specifically examining the difficulties faced by vocational high school students (VHSs). A nationwide sample of 293 VHSs participated, providing both quantitative and qualitative data through a self-developed questionnaire. The results revealed that vocabulary and grammar posed the greatest challenges in the MC cloze test, while sentence patterns were perceived as the least difficult by VHSs. Factors contributing to these difficulties included the need for increased focus on vocabulary and grammar learning. Some participants attributed challenges to personal perceptions of intellectual capability, while others highlighted the influential role of teachers’ attitudes on their learning motivations and outcomes. The study suggested implications for test designs and teaching approaches. Despite these contributions, the study acknowledged limitations and offered suggestions for future research directions.

This research paper explores podcasting as a viable assessment technique in current academic English language teaching pedagogy. The study was done with two 3rd-year university classes who created the podcast in groups of four as an academic English-speaking exam with the goal being to enhance the student’s intrinsic and extrinsic motivation, through self-determination theory, to assess the students’ speaking skills. Motivation is the core concept of this study, and it aligns with current trends in technology and a desire among students for speaking assignments to reflect real-world practices. Critique on the podcast as a form of academic English-speaking assessment was given in the form of questionnaire surveys and interviews with students from the selected classes, with the results presented giving evidence that podcasting is a suitable alternative method in assessing university student’s academic speaking skills. It was seen to increase motivation, enhance self-efficacy, and encourage speaking in a suitably congenial environment.

The Chinese National Matriculation English Test (NMET) has a test purpose of producing beneficial washback to promote senior high school English teaching and learning. This article presents a large-scale nationwide survey research on student perceptions of the NMET’s before-test washback on their English learning outcomes in senior high school and the influence of the factor of home province on their views. The research participants were 20,062 first-year undergraduates from 103 universities in the Chinese mainland, and findings showed that the NMET facilitated their senior high school English learning outcomes in the surveyed skills both tested and not tested in the NMET. However, there were noticeable differences between students’ expectations and realities. It was also found that home province was a significant predictor of student perceptions, though the strengths of the relationships varied. Furthermore, in order for more beneficial NMET washback, the students suggested making the NMET speaking and listening subtests mandatory across all provincial regions and administering a nationally unified NMET form. This study calls on future researchers to hold a close lens to the complexity and dynamism of the NMET washback over time and across situations.

The present study aimed to develop an analytic assessment rubric for the consecutive interpreting course in the educational setting in the Iranian academic context. To this end, the general procedure of rubric development, including data preparation, selection, and refinement, was applied. The performance criteria were categorized into content, form, and delivery. Two groups of participants, experts, and students were recruited to establish the rubric’s validity and reliability. Based on the statistical analysis, the developed analytic rubric was established as a valid tool for use in the Iranian academic context of consecutive interpreting assessment. The proposed rubric may provide novice trainers with a more objective and systematic tool for consecutive interpreting assessments.

This study proposes a classification method for multiple text reading test formats in English language proficiency tests. A preliminary study involving 11 proficiency tests revealed two tests that fit the scope of the main study. Results show that multiple text reading test formats use complementary texts rather than conflicting texts. As for questions in a set of test forms in multiple text reading test formats, cognitive processing on integrating the contents of texts was different in proficiency tests. Moreover, the type of connection formation required by the questions differed among the proficiency tests. Implications for pedagogy are presented.

C-Test is a gap-filling test designed to measure first and second language proficiency. Over the past four decades, researchers have shown the fit of C-Test data to parametric item response theory (IRT) models, but no study so far has shown the fit of C-Tests to nonparametric IRT models. The purpose of this study is to contribute to the ongoing C-Test validation project by providing evidence of fit to the Mokken scale analysis as a widely used nonparametric IRT model. A six-passage C-Test battery was analyzed using the monotone homogeneity model and the double monotonicity model of Mokken. Unidimensionality was evaluated using the automatic item selection procedure. Findings showed that the C-Test passages form a strong unidimensional scale, fit well to the monotone homogeneity model, and, after deleting one item, have a sufficient fit to the double monotonicity model. The findings also indicated that the items form a hierarchy, and persons can be located on an ordinal scale using their C-Test sum scores. Implications of the study for C-Test validity and application are discussed.

The assessment encompasses essential concepts and their related measures about the information gathered. The conceptualization within a study becomes imperative to ascertain the corresponding variables and establish appropriate methodologies for their measurement. The willingness to communicate (WTC) concept, an individual’s engagement in communication when given the opportunity, has become a crucial point in second language (L2) learning due to language use and communication. While studies have rendered valuable insights into the differing presentations of L1 WTC and L2 WTC, the subject remains largely unexplored concerning the conceptualization and assessment of L2 WTC in the digital settings and English as a foreign language (EFL) context. The scoping review can aid in advancing our knowledge in this area of investigation by exploring the scope of available research literature on a topic by identifying key concepts and sources of evidence as well as identifying strengths, weaknesses, and gaps in the research that inform practice in the field, deepen assessors’ knowledge in the field, and highlight areas that require further inquiry. This study conducted a five-stage scoping review, including (1) establishing the scoping review questions, (2) identifying the related research, (3) determining the inclusion criteria of studies, (4) outlining the data, and (5) analyzing and reporting the results. Six databases, ERIC (ProQuest), APA PsycINFO, JSTORE, Elsevier (Scopus), Web of Science Core Collection, and Semantic Scholar, were used for scoping data. Forty-seven studies were included in the final analysis. The results discuss the WTC conceptualizations and their directions in L1, L2, and EFL contexts. Furthermore, the results discuss the conceptualization of classroom-centered and context-bounded WTC, operationalization of WTC in digital and EFL contexts, methodological approaches applied for evaluating WTC, the evaluation of teachers’ status in WTC conceptualization, and future directions. The discussions would prove useful in expanding our understanding of how to act toward L2 WTC and the assessment knowledge. Moreover, they would have significant implications for teachers, researchers, assessors, and practitioners in this field. Further, we hope this paper sparks renewed interest in L2 WTC by generating new ideas for researchers to conduct further research.

In recent decades, technology has changed the methods of teaching and assessment in educational settings all over the world. One notable innovation that has gained prominence in English language teaching (ELT) is the utilization of e-portfolios to evaluate and enhance students’ writing and, potentially, speaking skills. While students have shown positive attitudes toward integrating e-portfolios in speaking classes, teachers’ attitudes toward this pedagogical method remain undisclosed. Therefore, this study investigates teachers’ attitudes toward e-portfolios in speaking classes based on the data collected from semi-structured and focused group interviews. The data was obtained from the Iran Language Institute (ILI), a leading institution for teaching English in Tehran. A grounded theory approach was used to analyze and evaluate 10 semi-structured interviews and focus groups. While some challenges are to overcome, teachers appear positive about implementing e-portfolios in speaking classes. As a result of teachers’ attitudes towards e-portfolios, four categories emerged: ownership and responsibility, reflection (peer and self), teacher self-improvement, and drawbacks.