While research into aspects of standardised language tests is
growing, the area of classroom-based language assessment (CBLA) is
still not well-defined and relatively under-researched. Studies
investigating CBLA practices within the ESL/EFL school contexts as
well as the tertiary level have stressed the need for further
research as the picture is not yet complete. The volume aims to
address this challenge by presenting a wide scope of research
interests that discuss theoretical and practical underpinnings of
CBLA. It is also meant to promote the notion of CBLA for a wide
membership of the language teaching and testing community covering
topics that consider both realities and prospects of CBLA in the
assessment world.
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