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Table of Contents
|Objectives and expectations, or why we need another book about language testing||p. 1|
|Conceptual foundations||p. 17|
|Issues and considerations||p. 19|
|Describing language use and language ability||p. 33|
|Describing characteristics of language use and language assessment tasks||p. 59|
|Justifying the use of language assessments||p. 85|
|Constructing an Assessment Use Argument||p. 137|
|Overview of assessment development and use||p. 139|
|Initial planning||p. 146|
|Constructing an Assessment Use Argument for developing and justifying a language assessment||p. 156|
|The intended consequences of using language assessments||p. 177|
|The decisions to be made on the basis of language assessments||p. 193|
|Assessment records||p. 242|
|Developing and using language assessments in the real world||p. 247|
|Real world conditions and constraints on language assessment||p. 249|
|Developing a Design Statement||p. 269|
|Developing assessment tasks||p. 306|
|Recording and interpreting assessment performance||p. 321|
|Preparing effective instructions||p. 383|
|Collecting feedback and backing||p. 394|
|Identifying, allocating, and managing resources||p. 411|
|Using language assessments responsibly||p. 428|
|Kindergarten ELL speaking and writing assessment in support of instruction and learning||p. 440|
|University ESL reading test for making placement/exemption decisions||p. 449|
|University Elementary Modern Chinese speaking assessment||p. 477|
|Table of Contents provided by Ingram. All Rights Reserved.|