Most of the validation studies conducted across varying test application contexts are usually framed within the traditional conceptualization of validity and therefore lack a comprehensive framework to focus on test score interpretations and test score use. This study aimed at developing and validating a collocational behavior test (CBT), drawing on Kane's argument-based approach to validity. Four types of inferences including observation, generalization, extrapolation and explanation were articulated. To verify the validity assumptions, both theoretical and empirical evidence were presented within the formative and summative stages of test development and validation. Followed from Kane, theoretical evidence was sought through test specification, item construction, and test construction procedures. Empirical support, however, was sought through examining the collocational behavior test (CBT) with a sample of 60 university students majoring in TEFL. Ebel’s criteria, KR-21 reliability and a series of Pearson-Product correlation were applied to analyze the data for both theoretical and empirical phases. The findings refer to the support for the assumptions proposed for test validity, suggesting that the collocational behavior test(CBT)may provide an appropriate and accurate indicator of collocational language ability for EFL learners. The implications for language testing and assessment are discussed

The accurate and conscious performance, as desired by the music community, has always been one of the major concerns of the players engaged in the scientific and academic acquisition of this field. To achieve this, the assessment and valuation of music performances by the professors and professionals can be noted as the most important academic means in order to distinguish between accurate and inaccurate performance in line with providing patterns and training the players. However, is it possible to assess music in a quantitative manner followed by marking its performance? If positive, based on which criteria and standard? Composing music and translating it into text, or in general, scores and revising and performing it depend on factors which are less adaptable to the current scientific-academic approaches of the date. In addition to the impact by the music that has constants and variables --just like a living phenomenon-- we have the player, the composer and the audience on the other hand, each with their intellectual and physical complications that can affect the valuation of music performance at different levels.

The book Practical Language Testing, authored by Glenn Fulcher (2010), is an epitome of comprehensive and detailed documentation on the relevance of the appropriate techniques, knowledge, and conceptual frameworks required to interpret and develop language assessments. It is also a systematic, helpful reference for researchers and educators that address assessment selection and design concerns, offering instructors guidance on picking the proper test for a particular educational setting and assisting in interpreting the scores generated by such tests. The book lays the groundwork for instructors to establish a thoughtful awareness of test scenarios to furnish the most efficient language assessment for their learners. The book's language is highly lucid and user-friendly to both experts and novices. The book finds an appropriate amalgamation between practical applications and theoretical underpinnings to empower practitioners in comprehending the objectives of effective assessment and its function in facilitating good learning and teaching. On account of the fact that the referenced book has the potential to make a substantial contribution and have significant implications for teachers, test designers, and other stakeholders, the current article attempts to provide a review of the book and emphasize the critical concepts in each chapter.

An electrocardiogram (ECG) leads physicians to diagnose many potentially life-threatening cardiac, metabolic, electrolyte, and toxicological conditions.This study was designed to evaluate the competency of emergency medicine residents (EMRs) in comparison with cardiologists in the interpretation of ECG when an interpretation checklist is used.This clinical trial was done in the emergency wards of the first grand general hospital of Iran. Patients were categorized in three classes of disorder severity based on ECG abnormalities. The two stages of the study included the survey phase (Stage I), training phase and intervention phase (Stage II). Accuracy of ECG interpretation by EMRs and cardiologists was compared before and after using a Daily ECG Check List (DECKList). One hundred and fifty ECGs were evaluated in Stage I, before DECKList usage, and 150 ECGs were evaluated in stage II, after DECKList usage by EMRs. Mean age of participants was 60.13 years in Stage I and 61.66 years in Stage II. Stage I and II were similar to each other in terms of disorder severity (P=0.22). Mean the ECG interpretation score was significantly different between Stages I and II (P<0.001). Concordance of ECG diagnosis between EMRs and cardiologists was significantly different in Stages I and II (P<0.01). In first-year EMRs, ECG diagnosis scores in stages I and II were not changed significantly. However, ECG interpretation scores increased significantly in first-year EMRs (P=0.04). In second-year EMRs, both ECG interpretation and ECG diagnosis scores improved significantly (P<0.05 and P<0.01, respectively). In third year EMRs, ECG interpretation was not improved but ECG diagnosis based on two methods improved significantly (P<0.05).The significant increase in accuracy of ECG interpretation and final diagnosis can be attributed to the utilization of a checklist by EMRs especially in the first year and second residents.

Background and Electrocardiogram (ECG) is one of the most commonly performed investigations in cardiac diseases and ECG abnormalities can reveal the early manifestations of cardiac ischemia, metabolic disorders, or life-threatening disrhythmias. Misinterpretation of ECG and its consequent mistreatment or performing inessential interventions may cause life-threatening cardiac events. Since EM residents and internal medicine (IM) residents are usually the first to visit at bedside and start treatments based on patient’s ECG, we intended to evaluate the ability of EMresidents to interpret ECGs and to compare it with that of IM residents using various ECG samples. 63 participants including 33 IM residents and 30 EM residents from two education hospitals of Shahid Beheshti University of Medical Sciences were enrolled in our study. A diagnosis test consisting of 15 ECG samples associated with a questionnaire containing questions about gender, academic year and proficiency in ECG interpretation was taken from all participants. This study was conducted under the supervision of a cardiologist and an emergency specialist who supervised the ECG selection, answers and scoring of each ECG. The maximum score for each ECG was 6 which were given to a completely correct diagnosis and -0.25 negative point was given if the answer was wrong or any differential diagnosis was mentioned. After the test, the answer sheets were collected and were analyzed with SPSS program, by two of study authors who were kept blind to the real identities of participants. After classification of groups, the overall mean score was 45.5/100 (38-60). The mean score of IM and EM residents was 56.0/100 (44.9-72) and 38.9/100 (31.5-45.5), respectively (p< 0.001).No significant correlation was found between the diagnosis scores and participant’s self-judgment on her/his ECG interpretation skills (p=0.897, r=0.017). Five ECGs were considered as the most important and analysis revealed the overall mean score (out of 6) of participants was 5 for MI, 4.4 for ventricular tachycardia, 1.18 for pericarditis, 5.91 for WPW, and 5.09 for pulmonary emboli. our study revealed that the overall scores in ECG interpretation are low and the ECG interpretation skill in IM residents was better compared to EM residents. We demonstrated that there are several weaknesses in ECG interpretation which may have an important role in treatment of patients. Therefore there is a need for more and better ECG training programs especially in cardiac emergencies.

The present study investigates the effectiveness of group reality therapy on symptoms of social anxiety, interpretation bias and interpersonal relationships in adolescents.
The research population of this clinical research consisted of all students in ninth grade female Sabzevar city in academic year of 2016-2017 that this number based on social anxiety scale score teens, a negative interpretation consequences social and interpersonal relationships in the pre-test were 24 persons who were selected via convenient method and they randomly divided into two groups of experimental and control. The experimental group received group reality therapy and the controls received no treatment. Data analyzed through covariance analysis and SPSS software version 21.
The results showed that social anxiety scores and interpretation bias and interpersonal relationships in adolescents who participated in the experimental group than in the control group have been replaced teens that had a significant change (P It seems that group reality therapy is effective on social anxiety, interpretation bias and interpersonal relationships in adolescents.

This paper focused on the notion of test score pollution and elaborated on different sources of test score pollution. These sources were test preparation, situational factors, contextual factors, disproportional importance attached to tests by policy makers, editorialists and other commentators based on misconceptions about the role of tests or misinterpretationsand over‐interpretation of the meaning of test scores. Then, it provided some suggestions to reduce the problem with interpretation and unwise use of test results. The recommendations offered in this paper expressed the concern to employ a democratic approach to testing and use of multiple‐indicators rather than a single one. It recommended using a multi‐level view of assessment based on integration of quantitative and qualitative assessment procedures to minimize the effects of test score pollution.

The aim of current study was to investigation the Compare executive functions and cognitive interpretation bias and cognitive estimation in social anxiety disorder patients and healthy controls. In this study, the sample was 100 students with Purposive sampling method selected from public university from the city of Tehran. This means that the first explanation was given about the research and the cooperation to sample every five Social Phobia Inventory (SPIN), Cognitive estimation, Cognitive Abilities Questionnaire and¡ Interpretation bias Questionnaire. Then 50 people who score above the cut-off point in Social Phobia Inventory And in the range of subclinical and clinical, and 50 people who score below the cut-off point gained in social anxiety questionnaire formed the sample. The data was analyzed through multivariable analysis of variance. In sum, the finding of current study Interpretation bias in social phobia patients is higher than normal Individuals and cognitive estimation and executive functions in individuals with social anxiety disorder compared to healthy individuals is flawed. So that students with social anxiety disorder have lower performance in the components of other groups of students. This problem must be identified and targeted intervention.

The expansion of knowledge and information in different scientific branches necessitates the application of novel methods of educational management such as new methods of evaluation. Earlier studies on cardiovascular residency program in Iranian medical universities showed that little focus has been applied on novel teaching methods of ECG interpretation skills. This study was performed to investigate the effects of formative assessment and giving feedback on cardiovascular medical residents’ ECG interpretation skills in Shahid Beheshti University of Medical Sciences. In this quasi experimental study، twenty two 2nd and 3rd year cardiovascular medical residents of Modares and Talegani medical centers were investigated. Residents were randomly divided into two groups. After conducting pretest، all residents attended 20 weekly sessions on ECG interpretation. Then after 10 and 20 sessions they were reassessed (mid-test and post-test). Residents in case group received the answers of tests (ECG interpretation) while residents in control group did not receive any feedback on correct answers. At the end، the results of pre-test، mid-test، and post-test for two groups were compared using paired t test. Nine (49. 95%) residents were allocated in case group and 13 (59. 9%) in control group. Mean score of pretest in case and control croup were (42. 8±7. 3) and (41. 4±3. 7) respectively out of total score of 100 and no significant difference was observed between two groups at the beginning of study (P=0. 6). After 22 weeks، mean score of post-test reached to 94. 5±2. 4 in case group. This mean score reached to 82. 8±5. 5 for control group. Residents’ post-test mean scores improved in both groups compared to pretest. This improvement was significantly higher in case (feedback) group compared to control group (P<0. 001). The study showed that applying (continuous) formative assessment and giving feedback significantly improve ECG interpretation skills. Therefore we recommended using formative assessment and feedback as a part of educational and evaluative programs.

English language practitioners have long relied on intuition-based scales for rating EFL/ESL writing. As these scales lack an empirical basis, the scores they generate tend to be unreliable, which results in invalid interpretations. Given the significance of the genre of description and the fact that the relevant literature does not introduce any data-based analytic scales for rating EFL descriptive writing, the researcher conducted a three-strand mixed study aimed at the empirical development of an analytic rating scale for scoring descriptions written by EFL learners. Composed of one quantitative and two qualitative strands, this mixed study factor-analyzed 172 ELT expert's analyses of the genre of description, and it content-analyzed 20 authentic and 30 inauthentic descriptive texts. Resulting from two meta-inferences made in the course of this study, the Analytic Rating Scale for EFL Descriptive Writing was constructed. Hopefully, employing this scale will lead to more reliable scores and more valid interpretations and decisions.