Abstract
This research explores the domain of language testing, specifically, the appliance of the universal criteria on academic writing tests (mainly reliability, validity and discrimination), the basis on which the tests are designed, and students’ and teachers’ attitudes towards academic writing tests conducted at this department. This study is made to combine all three dimensions involved in the process: the tests themselves, through a quantitative (reliability and discrimination) and qualitative (validity) analysis of said tests; in addition to the above test analysis, more qualitative data was collected via an open ended questionnaire that was directed to some participating instructors, and also from conducting live, open ended interviews with a number of randomly selected students who had previously studied the course and took part in the test at this department. The results obtained collectively largely support the reliability, validity and discrimination of the tests. However, to further enhance the reliability and validity of the academic writing assessments, researchers have recommended a few additional measures to do so.