| On the Statistical and Heuristic Difficulty Estimates of a High Stakes Test in Iran | Ali Darabi BAZVAND, Alireza AHMADI, Shiela KHEİRZADEH | 330–343 |
| Formative Assessment of Writing (FAoW): A Confirmatory Factor Structure Study | Mohammad Reza AMIRIAN, Saeed GHANIABADI, Elaheh TAVAKOLI, Tony BURNER, Mohammad DAVOUDI | 344–361 |
| Mixture Rasch Model with Main and Interaction Effects of Covariates on Latent Class Membership | Allan S. COHEN, Seock-Ho KİM, Tuğba KARADAVUT | 362–377 |
| Assessing the Relationship between Cognitive Load and the Usability of a Mobile Augmented Reality Tutorial System: A Study of Gender Effects | Emin IBILI, Mark BILLINGHURST | 378–395 |
| Social Network Addiction Scale: The Validity and Reliability Study of Adolescent and Adult Form | İbrahim GÖKDAŞ, Yaşar KUZUCU | 396–414 |
| Efficiency Measurement with Network DEA: An Application to Sustainable Development Goals 4 | Hasan TÜRE, Murat ATAN, Deniz KOÇAK | 415–435 |
| An English Version of the Mathematics Teaching Anxiety Scale | Thomas E. HUNT, Mehmet Hayri SARI | 436–443 |
| Safe Learning Environment Perception Scale (SLEPS): A Validity and Reliability Study | Fazilet KARAKUŞ, Sayed Masood HAİDARİ | 444–460 |
| Measuring Nature of Science Views of Middle School Students | Başak ERDEM KARA, Nuri DOĞAN, Yalçın YALAKİ, Gültekin ÇAKMAKÇI, Nihal DOĞAN, Serhat İREZ | 461–475 |
| Practices, Challenges and Perceived Influence of Classroom Assessment on Mathematics Instruction | Isaac BUABENG, Isaac AMOAKO, Amoah Barnabas ATINGANE | 476–486 |
| Examination of Student Growth Using Gain Score and Categorical Growth Models | Ömer KUTLU, Hatice Çiğdem YAVUZ | 487–505 |
| Mathematics Teaching Anxiety Scale: Construction, Reliability and Validity | Yücel FİDAN, Tolga COŞGUNER, Vesile ALKAN | 506–521 |
| Development of a “Perceived Stress Scale" Based on Classical Test Theory and Graded Response Model |