While general publication practices clearly differ between disciplines, knowledge about scientometric indicators can also greatly vary. The observed heterogeneity in bibliometric knowledge inspired us to define the concept of ‘metric-wiseness’ for researchers. Being metric-wise can lead to an advantage for knowledgeable researchers over uninformed colleagues, even when they are of otherwise equ...

This study aimed at identifying the most frequent test-taking strategies used by successful Iranian male and female university entrance exam EFL applicants. To this end, 150 English major male and female freshman students who got admission to three reputable state universities of Isfahan, Shiraz, and Tehran were selected conveniently and purposively. The model used in this study was developed b...

The focus of this study was particularly to examine the extent to which the psycho-academic variables of (study habit, test anxiety, attitude to schooling and attitude towards English studies and test wiseness) relatively and collectively contribute to students’ performance in English studies. Two specific purposes and hypotheses were formulated to guide the study. This expost facto research em...

The use of large lecture halls in business and economic education often dictates the multiple-choice exams to measure student learning. This study asserts that performance on these types can be viewed as result process elimination incorrect answers, rather than selection correct answer. More specifically, how students respond a test broken down into fractions questions where no wrong answers el...

Good language learners slot in a repertoire of strategies and when language tests are at stake, test-taking strategies and test-wiseness pave pay to a prolific outcome. Among such tests, TOEFL iBT seems to be a prerequisite to academic success and a nightmare many Iranian students struggle with. Therefore, the aim of the present study was to raise awareness about the type of questions in iBT, b...

In 2001, the No Child Left Behind legislature was introduced, along with the era of the highly qualified teacher. A highly qualified teacher meant that teachers not only had to graduate from an accredited teacher preparation program but also had to pass Praxis I and II tests. However, Praxis I became a test of elimination because teachers no longer had to pass Praxis I to be a highly qualified ...