Pauline Rea-Dickins

Assessment in early years language learning contexts
Language Testing 2000 17: 115-122. [PDF] [References]  

Richard Johnstone

Context-sensitive assessment of modern languages in primary (elementary) and early secondary education: Scotland and the European experience
Language Testing 2000 17: 123-143. [Abstract] [PDF] [References]  

Peter Edelenbos and Marja P. Vinjé

The assessment of a foreign language at the end of primary (elementary) education
Language Testing 2000 17: 144-162. [Abstract] [PDF] [References]  

Alex Teasdale and Constant Leung

Teacher assessment and psychometric theory: a case of paradigm crossing?
Language Testing 2000 17: 163-184. [Abstract] [PDF] [References]  

Penny McKay

On ESL standards for school-age learners
Language Testing 2000 17: 185-214. [Abstract] [PDF] [References]  

Pauline Rea-Dickins and Sheena Gardner

Snares and silver bullets: disentangling the construct of formative assessment
Language Testing 2000 17: 215-243. [Abstract] [PDF] [References]  

Pauline Rea-Dickins

Current research and professional practice: reports of work in progress into the assessment of young language learners
Language Testing 2000 17: 245-249. [PDF] [References]  

Renate Zangl

Monitoring language skills in Austrian primary (elementary) schools: a case study
Language Testing 2000 17: 250-260. [PDF] [References]  

Angela Hasselgren

The assessment of the English ability of young learners in Norwegian schools: an innovative approach
Language Testing 2000 17: 261-277. [PDF] [References]  

Francesca Gattullo

Formative assessment in ELT primary (elementary) classrooms: an Italian case study
Language Testing 2000 17: 278-288. [PDF] [References]  

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