Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. Continuum.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. Longman.
Ardin, M. (2018). The effect of diagnostic assessment vs. dynamic assessment on EFL learners’ descriptive and narrative writing. Unpublished MA Thesis, Islamic Azad University, Karaj Branch, Iran.
Bachman, L. F., & Palmer, A. (2010). Language assessment in practice. Oxford University Press.
Best, J. W. & Kahn, J. V. (2006). Research in education (3rd ed.). Pearson Education Inc.
Bremner, S. (2008). Some thoughts on teaching a mixed ability class.
Scottish Languages Review, 18, 1-10.
Brown, J. D. & Hudson, T. D. (1998). The alternatives in language assessment: advantages and disadvantages. TESOL Quarterly, 30, 653-675.
Buck, G. (2001). Assessing listening. Cambridge University Press.
Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281.
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge Taylor & Francis Group.
Chen, Y. H. (2007). Exploring the assessment aspect of differentiated instruction: College EFL learners’ perspectives on tiered performance tasks. University of New Orleans Theses and Dissertations.
Colby-Kelly. C. & Turner, C. E. (2007). AFL research in the L2 classroom and evidence of usefulness: Taking formative assessment to the next level. Canadian Modern Language Review, 64(1), 9-37.
Coman, C., Tîru, L. G., Mesesan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the Coronavirus pandemic: Students’ perspective. Sustainability, 1-24.
de Graaf, A., Westbroek, H., & Janssen, F. (2018). A practical approach to differentiated instruction: How biology teachers redesigned their genetics and ecology lessons. Journal of Science Teacher Education, 30(1), 6–23.
Doe, C. (2015). Student interpretations of diagnostic feedback. Language Assessment Quarterly, 12(1), 110-135.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
Gomma, O. M. K. (2014). The effect of differentiating instruction using multiple intelligences on achievement in and attitudes towards science in middle school students with learning disabilities. International Journal of Psycho-educational Sciences, 3(3), 109–117.
Gorin, J. S. (2007). Test Construction and diagnostic testing. In J. Leighton & M. Gierl (Eds.), Cognitive diagnostic assessment for education: Theory and applications, (pp. 173 - 201). Cambridge University Press.
Harding, L., Alderson, C. J., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 1-20.
Henson, K. (2003). Foundations for Learner-Centered Education: A Knowledge Base. Education, 124(5), 3-13.
Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: what every EFL teacher should do. Procedia-Social and Behavioral Sciences, 15, 46-52.
Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge University Press.
Hogan, R. E. (2009). Differentiated instruction and tiered assignments. Mathematical and Computing Sciences Masters, 3(5), 42-49.
Jang, E. E., & Wagner, M. (2014). Diagnostic feedback in the classroom. In A. J. Kunnan (Ed.), The companion to language assessment: Approaches and development (pp. 157-175). John Wiley & Sons, Inc.
Lenhard, W., & Lenhard, A. (2016). Calculation of effect sizes. Bibergau.
Lee, L., & Bernard, J. (2011). Select Readings: Intermediate and Upper-intermediate. Oxford University Press.
Levis, J., & Pickering, L. (2004). Teaching Intonation in Discourse Using Speech Visualization Technology. System, 32, 505-524.
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. Clearing the House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164.
Martin, D., & Miller, C. (2003). Speech and language difficulties in the classroom. David Fulton.
Mahdi, H. S., & Al Khateeb, A. A. (2019). The effectiveness of computer-assisted pronunciation training: A meta-analysis. Review of Education, 7(3), 733-753.
Mahoney, J. & Hall, C. (2017). Using technology to differentiate and
accommodate students with disabilities. E-Learning and Digital Media, 14(5), 291 – 303.
Mehlinger, H. D. (1995). School reform in the information age. Indiana University Press.
Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2003). On the structure of education assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3–62.
Natsir, R. Y., & Asrawiah, A. (2013). Improving the students' reading comprehension using tiered tasks strategy. Exposure, 2(1), 76-94.
Nikmard, F., & Tavassoli, K. (2020). The effect of diagnostic assessment on EFL learners’ performance on selective and productive reading tasks. Journal of Modern Research in English Language Studies, 7(1), 79-104.
Nunley, K. F. (2006). Differentiating the high school classroom: Solution strategies for 18 common obstacles. Thousand Oaks.
Pohl, M. (2000). Learning to think and thinking to learning. Hawker Brownlow Education.
Pourdana, N., & Shahpouri Rad, M. (2017). Differentiated instructions: Implementing tiered listening tasks in mixed-ability EFL context. Journal of Modern Research in English Language Studies, 4 (4), 45-63.
Pourdana, N., Nour, P., & Yousefi, F. (2021). Investigating metalinguistic written corrective feedback focused on EFL learners’ discourse markers accuracy in mobile-mediated context.
Asian-Pacific Journal of Second and Foreign Language Education,
6(7),
doi.org/10.1186/s40862-021-00111-8
Ritter, O. N. (2018). Integration of educational technology for the purposes of differentiated instruction in secondary STEM education. Ph.D. Dissertation. University of Tennessee.
Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57–84.
Salkind, N. J. (2010). Encyclopedia of research design. Sage.
Seferoglu, G. (2005) Improving students’ pronunciation through accent reduction software. British Journal of Educational Technology, 36(2), 303-316.
Shekary, M., & Tahririan, M. H. (2006). Negotiation of meaning and noticing in text-based online chat. The Modern Language Journal, 90(4), 557-573.
Shohamy, E. (1992). Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning. The Modern Language Journal, 76(4), 513-521.
Spolsky, B. (1992). The gentle art of diagnostic testing revisited. In E. Shohamy & A. R. Walton (Eds.), Language assessment for feedback: Testing and other strategies (pp. 29-41). Kendall/Hunt.
Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education.
Tesch, R. (1990). Qualitative research: Analysis types and software tools. Palmer.
Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Alexandria.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahn, C. M., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119-145.
Ur, P. (2005). A course in language teaching. Cambridge University Press.
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber, & A. S. Carton (eds.), The collected works of L. S. Vygotsky: Problems of general psychology (pp. 39-285). Plenum.
Wang, X. & Munro, M. J. (2004). Computer-Based Training for Learning English Vowel Contrasts. System: An International Journal of Educational Technology and Applied Linguistics, 32(4), 539-552.
Westbroek, H. B, van Rens, L., van den Berga, E., & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, (42)6, 955–976.
Yatvin, J. (2004). A room with a differentiated view: How to serve ALL children as individual learners. Heinemann.
Yin, M., Sims, J., & Cothran, D. (2012). Scratching where they itch: Evaluation of feedback on a diagnostic English grammar test for Taiwanese university students. Language Assessment Quarterly, 9(1), 78–104.
)