Over the last two decades, the Common European Framework of Reference for Languages (CEFR) has become ubiquitous in ELT. In this article, I consider how differences in the way in which the framework is being interpreted by different powerful actors, including governments and for-profit organizations, affect its usability for ELT practitioners, a…

Language assessment literacy has been discussed by language assessment specialists since Davies' seminal 2008 article. Much of this discussion has focused on experts' opinions of what teachers know, do not know, and should know about assessment. This paper reports on a project which aimed to put teachers at the centre of the debate by exploring…

In the past few decades, approaches to language assessment and perspectives on learning have changed. This article highlights those developments with the greatest significance for teachers and classroom-based language assessment, including the emergence of new perspectives on the nature of language ability and learning, use of an expanded array of…

This experimental study evaluated the effectiveness of direct teaching of new vocabulary items in reading passages. The study compared vocabulary learning under a reading only condition (incidental learning) to learning that is aided by direct communication of word meanings (explicit learning). Three levels of vocabulary knowledge (form recall,…

Administered at local centres in 120 countries throughout the world, IELTS (International English Language Testing System) is one of the most widely used large-scale ESL tests that also offers a direct writing test component. Because of its popularity and its use for making critical decisions about test takers, it is crucial to draw attention to…

While research on portfolio assessment (PA) has focused largely on the summative aspects of writing assessment, not much has been done to find out its formative potential. Drawing upon student questionnaires and student and teacher interview data, this paper aims to explore the formative functions of PA and, specifically, how the formative…

This article reports on a study investigating the textbook evaluation techniques of novice and experienced teachers, which was conducted by the Language Teaching Expertise Research Group (or LATEX) within Lancaster University's Department of Linguistics and English Language. Three ELT teachers were chosen to evaluate the student and teacher…

Most studies evaluating the effectiveness of strategy training for L2/FL learners have been product-oriented, i.e. they have quantitatively measured improvements in learners' test scores following the completion of a strategy training programme. However, such evaluation methods are only partial, and they must be supplemented by a qualitative…

This article presents guiding principles teachers can utilize in their own planning and student training for effective peer response. As the principles illustrate, teacher planning and student training are ongoing processes that must be addressed before, during, and after peer response, although the majority should be carried out before peer…

Discusses the integration of insider-managed baseline evaluation into project and program design in educational change processes. Drawing on examples taken from recent experiences of English language teaching projects in Central Europe and China, the benefits of using insider-managed baseline studies are outlined.(Author/VWL)

Describes the conceptualization, start-up, and initial implementation of an evaluation approach that has been integrated into a network of 25 language centers participating in the British Council/Overseas Development Administration instructional English language training project. The evaluation is shaped by a framework based on a performance…

Examines the key principles that underpin a supportive approach to teacher evaluation. These principles highlight the need to ensure that evaluation plays a part in establishing an institutional concern for teacher development and teacher support. (Author/VWL)

My article set out a radical view of how I believe tests for students of EIL should change both immediately and in the longer term. Exam boards, as Lynda Taylor acknowledges, are by nature conservative, so it was welcome to see in her response signs that testers are beginning to change their attitude towards English language norms. Nevertheless,…

Discusses the practice of paired testing of oral languages, noting the lack of published research evidence and of results from the monitoring of these tests to support their introduction into wider use. Questions whether paired testing is more effective than, and a valid alternative to, the more traditional candidate/examiner model. (SM)

The criticism that language materials often test rather than teach is discussed. Exam testing is distinguished from continuous monitoring, a necessary function that well-constructed computer assisted language instruction may perform well. It is argued that computer tests also teach, and can handle much of the remedial instruction otherwise…