Pauline Rea-Dickins

Understanding teachers as agents of assessment
Language Testing 2004 21: 249-258. [PDF] [References]  

Peter Edelenbos and Angelika Kubanek-German

Teacher assessment: the concept of ‘diagnostic competence’
Language Testing 2004 21: 259-283. [Abstract] [PDF] [References]  

Sophie Arkoudis and Kieran O’Loughlin

Tensions between validity and outcomes: teacher assessment of written work of recently arrived immigrant ESL students
Language Testing 2004 21: 284-304. [Abstract] [PDF] [References]  

Chris Davison

The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools
Language Testing 2004 21: 305-334. [Abstract] [PDF] [References]  

Constant Leung and Bernard Mohan

Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse
Language Testing 2004 21: 335-359. [Abstract] [PDF] [References]  

Liying Cheng, Todd Rogers, and Huiqin Hu

ESL/EFL instructors’ classroom assessment practices: purposes, methods, and procedures
Language Testing 2004 21: 360-389. [Abstract] [PDF] [References]  

Wynne Harlen and Jan Winter

The development of assessment for learning: learning from the case of science and mathematics
Language Testing 2004 21: 390-408. [Abstract] [PDF] [References]  

Catriona Scott and Sibel Erduran

Learning from international frameworks for assessment: EAL descriptors in Australia and the USA
Language Testing 2004 21: 409-431. [PDF] [References]  

Jane Andrews

Book Review: Investigating formative assessment: teaching, learning and assessment in the classroom
Language Testing 2004 21: 432-435. [PDF] [References]  

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