1 |
Exploring language assessment and testing: language in action
|
|
|
|
BASE
|
|
Show details
|
|
2 |
CEFR and ACTFL crosswalk: a text based approach ; Aligning Frameworks of Reference in Language Testing: The ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Fostering the future: the micro-educational impact of a language assessment course
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Working for washback from university entrance tests in Japan
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Assessment of learning and assessment for learning ; TESOL Encyclopedia of English Language Teaching
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Marking, rating scales and rubrics ; The Cambridge Guide to Language Assessment
|
|
|
|
BASE
|
|
Show details
|
|
11 |
An application of AUA to examining the potential washback of a new test of English for university entrance
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Exploring language assessment and testing: language in action
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Washback in language assessment ; The Encyclopedia of Applied Linguistics
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Linking tests of English for academic purposes to the CEFR: the score user’s perspective
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Learning-oriented language test preparation materials: a contradiction in terms?
|
|
Green, Anthony. - : Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ), 2017
|
|
BASE
|
|
Show details
|
|
17 |
Adapting or developing source material for listening and reading tests
|
|
|
|
BASE
|
|
Show details
|
|
|
|