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This volume describes differing approaches to understanding academic reading ability that have emerged in recent decades and goes on to develop an empirically-grounded framework for validating tests of this skill.
This volume contains a selection of research papers that were presented at the 15th Annual Language Testing Research Colloquium (LTRC).
The focus of this book is computer based assessment of the receptive skills.
This volume reports on the development of the Advanced English Reading Test in China.
This multi-authored volume is a tribute to the academic achievements of Professor Cyril J Weir.
This volume documents the development of the Cambridge ESOL Certificates in English Language Skills (CELS), a suite of modular examinations first offered in 2002.
Proceedings of the 2001 ALTE conference.
This book reports on a two-part study: the validation of a test of spoken English for Norwegian secondary school pupils and the corpus-based investigation of the role played by 'smallwords'.
This book documents a major study comparing the Cambridge First Certificate in English (FCE) with the Test of English as a Foreign Language (TOEFL).
This book aims to provide language testers with a background in the conversation analytic framework.
This book offers insights into the concept that a test can be used to encourage innovation in the classroom.
This book investigates the relationships between learner strategy use and performance.
This collection of papers from 19th LTRC brought to sharp focus Fairness in Language Testing.
This volume outlines the general principles of Action Research and provides case studies of the application of Action Research in a range of classroom contexts with a focus on assessment.
This book applies a socio-cognitive framework of assessment to investigate validity in the BioMedical Admissions Test (BMAT).
An account of how children learn L2s in formal contexts and how that knowledge impacts on the design, development, and evaluation of their language assessment products.
The authors present a discussion of the role of mixed methods design in language assessment, offering practical illustrations of different mixed method designs and decisions to be made in presenting mixed methods research. The volume also includes case studies from language assessment on the practical application of mixed methods.
This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy.
This volume explores the impact of multilingualism on learning, teaching and assessment, viewed from the perspective of policies, procedures and challenges.
This volume brings together 11 TIRF-related research papers on English language assessment.
This volume describes an empirical framework for test validation and comparison of level-based test batteries.
Describes 20 years of work at Cambridge English to develop multilingual assessment frameworks.
It reports on a series of empirical studies that investigated the development and trialling of text-removed summary completion tasks and discusses the correlation of these tasks with results from independent measures to validate text-removed summary completion as a measure of reading comprehension ability.
This volume establishes how English language constructs were measured in Cambridge English examinations over the period 1913 to 2012.
This volume examines the nature of second language listening proficiency and how it can be assessed.
This volume explores the impact of language frameworks on learning, teaching and assessment, viewed from the perspective of policies, procedures and challenges.
The book examines the nature of second language speaking proficiency and how it can be assessed.
A collection of 28 invited papers surveying the state of the art in language testing.
This book documents the speaking component of a test designed for immigrants to Australia.
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