Another Generation of Fundamental Considerations in Language Assessment

Chapter 1 Introduction

Chapter 2 A Step Toward the Assessment of English as a Lingua Franca

Chapter 3 Revisiting the Role of Content in Language Assessment Constructs

Chapter 4 What Does Language Testing Have to Offer to Multimodal Listening?

Chapter 5 Learner Perceptions of Construct-Centered Feedback on Oral Proficiency

Chapter 6 A Case for an Ethics-Based Approach to Evaluate Language Assessments

Chapter 7 Alignment as a Fundamental Validity Issue in Standards-Based K-12 English Language Proficiency Assessments

Chapter 9 The Curse of Explanation: Model Selection in Language Testing Research

Chapter 10 Developing Summary Content Scoring Criteria for University L2 Writing Instruction in Japan

Chapter 11 Consistency of Computer-Automated Scoring Keys Across Authors and Authoring Teams

Chapter 12 Distinguishing Language Ability from the Context in an EFL Speaking Test

Chapter 13 The Effects of Proficiency Differences in Pairs on Korean Learners’ Speaking Performance

Chapter 14 Conclusion