Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of…

The current study was conducted to investigate whether test scores of Iranian English as Foreign Language (EFL) learners were equivalent across CBT and PBT modes, with 58 intermediate learners studying at a private language academy located in Behshahr city in northern Iran. Moreover, test takers' computer familiarity, attitudes, aversion, and…

Test method is deemed to affect test scores along with examinee ability (Bachman, 1996). In this research the role of method facet in reading comprehension tests is studied. Bachman divided method facet into five categories, one category is the nature of input and the nature of expected response. This study examined the role of method effect in…

Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the…

In many reading comprehension tests, different test formats are employed. Two commonly used test formats to measure reading comprehension are sustained passages followed by some questions and cloze items. Individual differences in handling test format peculiarities could constitute a source of score variance. In this study, a bifactor Rasch model…

Research shows that test method can exert a significant impact on test takers' performance and thereby contaminate test scores. We argue that common test method can exert the same effect as common stimuli and violate the conditional independence assumption of item response theory models because, in general, subsets of items which have a shared…

In the present study we investigated the effect of test format on oral performance in terms of test scores and discourse features (accuracy, fluency, and complexity). Moreover, we explored how the scores obtained on different test formats relate to such features. To this end, 23 Iranian EFL learners participated in three test formats of monologue,…