Description
Chapter 1: Introduction: Learner-oriented language assessment: From theory to practice (Sin Wang Chong, Hayo Reinders).- Chapter 2: A review of formative language assessment research and implications for practitioners (Tony Burner).- Chapter 3: Is it possible to implement Learning Oriented Assessment principles in test preparation? Evidence from a high-stakes standardised EFL test in China (Ruijin Yang).- Chapter 4: Assessment for learning in the Brazilian EFL high-school context: The case of digital games (Vander Viana, Juliana Jandre).- Chapter 5: An investigation into EFL learners’ perspectives towards dynamics assessment (Tuba Ozturan, Hacer Hande Uysal, Prithvi N. Shrestha).- Chapter 6: Exploring the consistency between self- and teacher assessment: using co-constructed assessment criteria in tertiary EAP writing instruction (Huahui Zhao, Beibei Zhao).- Chapter 7: Learner-centred approaches to high-stakes graduate-level writing assessment (Gavin O’Neill, Katerina Petchko).- Chapter 8: Language teacher autonomy and written feedback: The case of a Hong Kong elementary English teacher (Sin Wang Chong).- Chapter 9: Assessing the word knowledge of beginner learners of French, German and Spanish aged 11-14 (Nattalie Finlayson, Emma Marsden).- Chapter 10: Innovative approaches to developing language assessment literacy on pre-service training courses (Magnus Coney).- Chapter 11: Padlet as a formative assessment tool in an online language classroom: Action research (Ghadah Albarqi).- Chapter 12: Application of vitual reality real-life speaking assessment tasks (Mojtaba Heydari, Fahimeh Marefat).- Chapter 13: The portfolio & technology-enhanced learning for the. Formative assessment of first-year university students (Rosana Villares, Oana Maria Carciu).- Chapter 14: Tasks in mobile language assessment for adult learners: Recommendations from a systematic review (Michelle Chen, You-Min Lin).- Chapter 15: Best play montages: Portfolio assessment inspired by pro gamers (James York).- Chapter 16: Developing language teacher cognition about technology-enhanced assessment: A case of pre-service teachers (Li Li).- Chapter 17: Hybrid feedback: The efficacy of combining automated writing corrective feedback and teacher feedback for writing development (Johanathan Woodworth).- Chapter 18: Development and content validation of an e-portfolio to assess and promote learner autonomy (Lily Lin, Hayo Reinders).
