As the demand for English language education grows in Asia, there has been a parallel growth in the development and implementation of standardized tests at the local level. Offering much-needed context on locally produced tests in Asia, contributors examine emerging models for English language assessment and the impact these large-scale tests have on the teaching and learning of English. Chapters address the following well-known and developing high-stakes tests in different regions across Asia: the GEPT, the TEPS, the VSTEP, the CET, the EIKEN and TEAP, and the ELPA. Brought together by world-renowned testing assessment scholar Cyril Weir and the Language Training and Testing Center (LTTC), one of Asia's leading testing institutions based in Taiwan, this volume is a useful reference for evaluating, developing, and validating local tests of English and their societal impact. Comprehensive and research-based, chapters cover historic backgrounds, sociocultural contexts, test quality, international standing, and future considerations. Ideal for graduate students, researchers, and scholars in language assessment, TESOL/TEFL, and applied linguistics, this book will also be of interest to language teaching professionals, language test developers, and graduate students in Asian studies and international education, intercultural communication, and intercultural studies.

Back Cover
Applied Linguistics and Language Study Series
General Editor: Christopher N. Candlin,
Christopher N. Candlin, Chair Professor of Applied Linguistics, City University of Hong Kong, Hong Kong.
Since it was first established in the 1970s the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use.
Reading in a Second Language sets the testing and teaching of reading against a theoretical background, discussing research from both applied linguistics and cognitive psychology. Where possible, it focuses on research into second language readers and distinguishes different kinds of reading, particularly expeditious as opposed to careful reading, and emphasizes the validity of each.
Sandy Urquhart and Cyril Weir relate testing and teaching, discussing similarities and differences, providing a comprehensive survey of both methods with the emphasis on those which have been substantiated or supported by research evidence. Finally, the book proposes specific research topics, and detailed advice on how to construct tests of language for academic purposes and suggestions for further research.
The book is intended for teachers, testers, advanced students and researchers into reading in a second language and will also be useful to teacher trainers, inservice trainees, experienced teachers and textbook writers.

Reading in a Second Language sets the testing and teaching of reading against a theoretical background, discussing research from both applied linguistics and cognitive psychology. Where possible, it focuses on research into second language readers and distinguishes different kinds of reading, particularly expeditious as opposed to careful reading, and emphasizes the validity of each.Sandy Urquhart and Cyril Weir relate testing and teaching, discussing similarities and differences, providing a comprehensive survey of both methods with the emphasis on those which have been substantiated or supported by research evidence. Finally, the book proposes specific research topics, and detailed advice on how to construct tests of language for academic purposes and suggestions for further research.

As the demand for English language education grows in Asia, there has been a parallel growth in the development and implementation of standardized tests at the local level. Offering much-needed context on locally produced tests in Asia, contributors examine emerging models for English language assessment and the impact these large-scale tests have on the teaching and learning of English. Chapters address the following well-known and developing high-stakes tests in different regions across Asia: the GEPT, the TEPS, the VSTEP, the CET, the EIKEN and TEAP, and the ELPA. Brought together by world-renowned testing assessment scholar Cyril Weir and the Language Training and Testing Center (LTTC), one of Asia's leading testing institutions based in Taiwan, this volume is a useful reference for evaluating, developing, and validating local tests of English and their societal impact. Comprehensive and research-based, chapters cover historic backgrounds, sociocultural contexts, test quality, international standing, and future considerations. Ideal for graduate students, researchers, and scholars in language assessment, TESOL/TEFL, and applied linguistics, this book will also be of interest to language teaching professionals, language test developers, and graduate students in Asian studies and international education, intercultural communication, and intercultural studies.

This book tells the story of the British Council's seventy-five year involvement in the field of English language testing. The first section of the book explores the role of the British Council in spreading British influence around the world through the export of British English language examinations and British expertise in language testing. Founded in 1934, the organisation formally entered the world of English language testing with the signing of an agreement with the University of Cambridge Local Examination Syndicate (UCLES) in 1941. This agreement, which was to last until 1993, saw the British Council provide substantial English as a Foreign Language (EFL) expertise and technical and financial assistance to help UCLES develop their suite of English language tests. Perhaps the high points of this phase were the British Council inspired Cambridge Diploma of English Studies introduced in the 1940s and the central role played by the British Council in the conceptualisation and development of the highly innovative English Language Testing Service (ELTS) in the 1970s, the precursor to the present day International English Language Testing System (IELTS). British Council support for the development of indigenous national English language tests around the world over the last thirty years further enhanced the promotion of English and the creation of soft power for Britain. In the early 1990s the focus of the British Council changed from test development to delivery of British examinations through its global network. However, by the early years of the 21st century, the organisation was actively considering a return to test development, a strategy that was realised with the founding of the Assessment Research Group in early 2012. This was followed later that year by the introduction of the Aptis English language testing service; the first major test developed in-house for over thirty years. As well as setting the stage for the re-emergence of professional expertise in language testing within the organisation, these initiatives have resulted in a growing strategic influence for the organisation on assessment in English language education. This influence derives from a commitment to test localisation, the development and provision of flexible, accessible and affordable tests and an efficient delivery, marking and reporting system underpinned by an innovative socio-cognitive approach to language testing. This final period can be seen as a clear return by the British Council to using language testing as a tool for enhancing soft power for Britain: a return to the original raison d'etre of the organisation.

This book tells the story of the British Council's seventy-five year involvement in the field of English language testing. The first section of the book explores the role of the British Council in spreading British influence around the world through the export of British English language examinations and British expertise in language testing. Founded in 1934, the organisation formally entered the world of English language testing with the signing of an agreement with the University of Cambridge Local Examination Syndicate (UCLES) in 1941. This agreement, which was to last until 1993, saw the British Council provide substantial English as a Foreign Language (EFL) expertise and technical and financial assistance to help UCLES develop their suite of English language tests. Perhaps the high points of this phase were the British Council inspired Cambridge Diploma of English Studies introduced in the 1940s and the central role played by the British Council in the conceptualisation and development of the highly innovative English Language Testing Service (ELTS) in the 1970s, the precursor to the present day International English Language Testing System (IELTS). British Council support for the development of indigenous national English language tests around the world over the last thirty years further enhanced the promotion of English and the creation of soft power for Britain. In the early 1990s the focus of the British Council changed from test development to delivery of British examinations through its global network. However, by the early years of the 21st century, the organisation was actively considering a return to test development, a strategy that was realised with the founding of the Assessment Research Group in early 2012. This was followed later that year by the introduction of the Aptis English language testing service; the first major test developed in-house for over thirty years. As well as setting the stage for the re-emergence of professional expertise in language testing within the organisation, these initiatives have resulted in a growing strategic influence for the organisation on assessment in English language education. This influence derives from a commitment to test localisation, the development and provision of flexible, accessible and affordable tests and an efficient delivery, marking and reporting system underpinned by an innovative socio-cognitive approach to language testing. This final period can be seen as a clear return by the British Council to using language testing as a tool for enhancing soft power for Britain: a return to the original raison d'etre of the organisation.

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. The Action Research in ELICOS programme in which the teachers participated was an innovative collaboration between English Australia, the professional body for ELICOS, and Cambridge English Language Assessment commencing in 2010 and continuing to the present. An introductory chapter describes the initiation of the programme and the professional model adopted to support and facilitate the teachers' research, while a concluding chapter considers the impact of the programme on the teachers and on the ELICOS sector more generally. Case studies by the teachers present the action research processes they undertook to research receptive and productive skills and assessment of these skills in their classrooms.

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. The framework is used to consider validity in the BioMedical Admissions Test (BMAT). Each chapter focuses on a different aspect of validity and also presents research that has been conducted with the test. By addressing all of the validity aspects identified as important by language testers, this volume presents a comprehensive evaluation of BMAT's validity. The processes of evaluation used in the book also promote a cross-disciplinary approach to assessment research, by demonstrating how effectively language testing frameworks can be used in different educational contexts. The authors of the chapters include Cambridge Assessment staff and medical education experts, from a wide range of subject backgrounds. Psychologists, clinicians, linguists and assessment experts have all contributed to the volume, making it an example of multidisciplinary collaboration.

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. It includes examples of the Cambridge English exams, old and new, and is the first volume to describe in a systematic way the different theoretical influences which have shaped the development of the constructs underlying Cambridge English exams in the last 100 years.

This volume explores the impact of language frameworks on learning, teaching and assessment, viewed from the perspective of policies, procedures and challenges. It brings together a selection of edited papers, based on presentations given at the 4th International Conference of the Association of Language Testers in Europe (ALTE) held in Krakow, Poland, in July 2011. The selected papers focus on the conference's core themes as follows: the effect of frameworks on teaching, learning and assessment; the value of frameworks for teachers, learners and language policymakers; the contribution of frameworks towards describing particular languages.

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. Findings from these studies provide valuable evidence on the validity, reliability, impact and practicality of the IELTS test; they are also instrumental in highlighting aspects needing attention, and thus directly inform the continuing evolution of the IELTS reading and listening tests. The volume reviews and comments on the specific contribution of each study to the ongoing process of IELTS reading and listening test design and development.

Language Testing Matters explores the social and educational impact of language testing and assessment at regional, national and international level. It brings together a collection of 20 edited papers based on proceedings of the 2008 ALTE Conference in Cambridge. The selected papers focus on three core strands addressed during the conference: new perspectives on testing for specific purposes; insights on testing policy and practice in the context of language teaching and learning in different parts of the world; reflections on the impact of testing among differing stakeholder groups. With its broad coverage of key issues, combining theoretical insights and practical advice, this volume is a valuable reference work for academics, employers and policy-makers in Europe and beyond. It is also a useful resource for postgraduate students of language testing, for practitioners, and anyone else seeking a better understanding of the social and educational impact of language assessment.

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. There is particular focus on the theoretical foundations, language competence model, development and validation framework, and evaluation and review processes to provide evidence for the validity of the Cambridge English family of assessments for children and teenagers.Academics, assessment professionals and postgraduate researchers of L2 development in children and teenagers will find great value in the volume's theoretical insight, while policy-makers and teachers will gain rigorous practical advice for the young language learner's classroom and assessment.

This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required or if the validity of test score interpretation and use are to be supported both logically and with empirical evidence. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.

This Studies in Language Testing volume explores the impact of multilingualism on language assessment. It considers ways of describing and comparing language qualifications to establish common levels of proficiency, balancing the need to set common standards and at the same time sustain linguistic diversity. Three broad themes are explored. Quality and diversity are addressed via avenues such as the quality of examinations and codes of practice, as well as the research on impact in various state certification projects. In relation to ethics and diversity, several papers focus on the complex relationships between linguistic identity and diversity on one hand, and immigration and citizenship policy on the other, as assessment increasingly interfaces with language proficiency requirements for citizenship and for active participation of newcomers in social, occupational and democratic processes. Transparency and diversity are examined through the relationship of examinations to the Common European Framework from a number of different perspectives.

This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required, if the validity of test score interpretation and use are to be supported both logically, and with empirical evidence. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.