In high-stakes selection among candidates with considerable domain-specific knowledge and experience, investigations of whether high-fidelity simulations (assessment centers; ACs) have incremental validity over low-fidelity simulations (situational judgment tests; SJTs) are lacking. Therefore, this article integrates research on the validity of knowledge tests, low-fidelity simulations, and hig...

Abstract The idea of sources other than the test-takers’ knowledge leading to different results on high-stakes tests was motif based which present investigation initiated probable unreliability a test. For this purpose, researchers went through thorough literature review with aim identify issues be counted as test, i.e., MA University Entrance Exam English (UEEE) in Iran. First, 17 UEEE test-ta...

High-stakes testing is meant to create a positive washback effect on student learning. Performance funding can raise stakes. However, it not often used, and its uncertain. The purpose of this paper examine performance-funding programs based students’ exam results. We study principals’ perceptions interpretations how influenced stakes effects the exit exams. For that purpose, we selected four sc...

test washback is generally defined as the influence of tests on teaching and learning process. inspired by messick’s consequential validity and shohamy’s critical language testing, this critical impact study explored the transformative or reproductive practices different stakeholders undertake in relation to the detrimental impacts of konkoor in iran. the participants were 60 efl teachers, a sa...

Lexical profiling studies are concerned with the lexical breadth required to achieve 95% and 98% coverage of various kinds verbal or textual materials (Webb, 2021). While prior research has concentrated on load EFL textbooks (Nguyen, 2020; Sun & Dang, 2020), scarce examined demands local proficiency tests. This study investigated profile Moroccan national reading exams in relation Nation’s ...

Multiple-choice questions are frequently used in high-stakes nursing assessments. Many nurse educators, however, lack the necessary knowledge and training to develop these tests. The authors discuss test development guidelines to help nurse educators produce valid and reliable multiple-choice assessments.