The volume reflects on how learners' L2 development between the ages of 6 and 16 can be coherently described and their L2 assessment defined in terms of socio-cognitive validity.  Meer

This volume brings together 11 TIRF-related research papers on the development and application of English language teaching and learning strategies on English language assessment.  Meer

This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy. The authors pose three key questions central to LOA: 'What is learning?  Meer

This volume explores the impact of multilingualism on learning, teaching and assessment, viewed from the perspective of policies, procedures and challenges.  Meer

This volume provides a theoretical and practical discussion of mixed methods research and its application in language assessment. 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.  Meer

Written by a selection of his friends and collaborators, this multi-authored volume is intended as a tribute to the academic achievements of Professor Cyril J Weir.  Meer

Topics are often used as a key speech elicitation method in performance-based assessments of spoken language and yet, the validity and fairness issues surrounding topics are surprisingly under-researched.  Meer

What explains variation in human language? How are linguistic and social factors related? How do we examine possible semantic differences between variants?  Meer

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.  Meer

This volume charts the development of the Cambridge teaching qualifications and tests, and presents case studies demonstrating their impact. Described by teacher and teacher educator Scott Thornbury as 'a very welcome addition to the literature on teacher assessment', this edited volume discusses key issues in assessing language teachers' professional skills and knowledge.  Meer

This volume examines the nature of second language listening proficiency and how it can be assessed. The book highlights the need for test developers to provide a clear explication of the ability constructs which underpin the tests they offer in the public domain.  Meer

This volume reports research that informs the development of reading and listening assessment in IELTS. This volume brings together a set of eight IELTS-related research studies - four on reading and four on listening - conducted between 2005 and 2010.  Meer

This volume describes an empirical framework for test validation and comparison of level-based test batteries. The Common European Framework of Reference (CEFR) and two levels (Preliminary and First) of a CEFR-aligned multilevel test battery, served as external referents for a review of the similarities and differences between General English Proficiency Test (GEPT) reading components, and a five-level criterion-referenced EEFL testing system, developed in the Taiwanese education context, targeting CEFR levels B1 and B2.  Meer

This volume takes a framework for validating tests that was developed in language testing, and applies it to an admissions test used for biomedical courses.  Meer

This volume establishes how English language constructs were measured in Cambridge English examinations over the period 1913 to 2012. An addition to the Studies in Language Testing series, this volume provides an overview of English language testing over the last century, with coverage of key theoretical and practical aspects of the assessment of reading, listening, writing and speaking skills.  Meer

Describes 20 years of work at Cambridge English to develop multilingual assessment frameworks. Multilingual Frameworks covers the development of the ALTE Framework and 'Can Do' project; work on the Common European Framework of Reference and the linking of the Cambridge English exam levels to it; Asset Languages – a major educational initiative for UK schools; and the European Survey on Language Competences.  Meer

This volume explores the impact of language frameworks on learning, teaching and assessment, viewed from the perspective of policies, procedures and challenges.  Meer

How we vary our speech is fundamental in signalling who we are, where we're from and where we're going. How and when does such variation arise? Here, leading experts Jennifer Smith and Mercedes Durham address this question through a sociolinguistic analysis of the speech of preschool children in interaction with their primary caregivers.  Meer

This volume brings together a collection of chapters outlining the principles and processes of action research and providing case studies of practitioner action research completed by teachers in the ELICOS (English Language Intensive Courses for Overseas Students) sector in Australia.  Meer

This volume explores the use of summary tasks as an effective means of assessing reading comprehension ability. 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.  Meer