Dynamic assessment has been proven to effectively promote EFL learners' speaking proficiency, but its implementation in teaching speaking skills has been limited. One of the main reasons is that, thus far, very few studies have scrutinized the impacts of its two main models, interactionist and interventionist, on the speaking sub-skills of EFL…

Despite a surge of interest in language teacher assessment literacy, teachers' writing assessment literacy (WAL) has received little attention. When considering the issue in the particular Iranian EFL context, it becomes more significant since exploring the context shows the lack of a countrywide and systematic study on EFL teachers' WAL.…

There are a few empirical studies on comparative effects of CALL-based assessment and traditional assessment on Iranian EFL students' vocabulary learning; therefore, the present research tried to fill this gap. To achieve this purpose, the NELT was administered to 89 EFL students, and 58 of them whose level of English proficiency was the…

Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease…

Owing to the extreme importance of evaluating the credibility of existing scientific websites, the present study sets out to measure a proposed model concerning the views and preferences of university students in Iran, when evaluating information. Data were collected by administrating a highly validated questionnaire among 487 students in ten top…

Traditional approaches to language assessment have been criticized for their inadequacy in taking account of language learners' potential for development. To obviate this pitfall in traditional assessment, language teachers and researchers have been paying increasing attention to dynamic assessment (DA), which is rooted in Vygotsky's (1978)…

Mathematics education faculty working in mathematics departments are commonly involved in teaching undergraduate mathematics courses, teaching and supervising postgraduate students of mathematics education, and developing mathematics teachers (pre-service and/or in-service). This paper proposes a new elective course that can be taken by either…

Since the university is considered one of the most pivotal hubs for developing science and knowledge, it is expected to take e-services development more seriously in comparison with other organizations and agencies. Such a strategy helps universities deliver online services with higher quality based on users' (such as students, professors, staff)…

The present study aimed to investigate the desirable assessment methods of the performance of the BA law students during internships, using a mixed methods research approach. The data was collected by using semistructured interviews and questionnaires. In the qualitative part of the study, interviews were conducted with 28 internship experts,…

This study aimed to explore the washback effects of implementing online formative assessment (OFA) in Iranian Teacher Education Universities. To this end, a sample of 227 prospective teachers majoring in Teaching English as a Foreign Language and 21 teacher educators were randomly selected. In an explanatory sequential design, their perceptions of…

Reporting on the results of a sequential mixed-methods study conducted in the Iranian higher education context, this paper addressed measures and features of teacher effectiveness evaluation from EFL lecturers' perspectives. In so doing, two groups of lecturers were recruited to participate in quantitative (n = 43) and qualitative (n = 14) phases…

Despite a large number of studies on teachers' assessment literacy (AL) and the increasing interest in digital assessment, there is a paucity of research on teachers' AL in digital environments (TALiDE). To bridge this gap, the current study explored the effects of the COVID-19 pandemic on TALiDE, the roles, and competencies underlying TALiDE, and…

The study examined university-level English instructors' assessment training experiences, classroom-based assessment practices, and assessment training needs in Iran. Sixty-eight instructors who were randomly selected through academic social networks filled out a questionnaire. Eight instructors were also interviewed. The results indicated that…

The present study investigated the effects of text-based and audio-based dynamic glosses on L2 vocabulary learning within a sociocultural approach. Dynamic glosses were operationalised as a set of incrementally ordered prompts, provided during text-based and audio-based interactions that guided the participants to identify the meaning of unknown…

This study aims to disclose the Iranian university teachers' perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and…