Volume 32, Special Issue 9, 2015: Language Assessment in Canada: Critical Issues and Research Agenda

• Preface

  i - iv

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A Word from the Editors

• Embracing the Multilingual and Multicultural Assessment Context of Canada

  Liying Cheng

  v - xiv

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Articles

• Building Teachers’ Assessment Capacity for Supporting English Language Learners Through the Implementation of the STEP Language Assessment in Ontario K-12 Schools

  Saskia Van Viegen Stille, Eunice Jang, Maryam Wagner

  1 - 23

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• Using Hierarchical Linear Modelling to Examine Factors Predicting English Language Students’ Reading Achievement

  Karen Fung, Samira ElAtia

  24 - 42

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• The Relationship Between Lexical Frequency Profiling Measures and Rater Judgements of Spoken and Written General English Language Proficiency on the CELPIP-General Test

  Scott Roy Douglas

  43 - 64

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• Walk a Mile in My Shoes: Stakeholder Accounts of Testing Experience with a Computer-Administered Test

  Janna Fox, Liying Cheng

  65 - 86

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• Test de Français Laval-Montreal: Does It Measure What It Should Measure?

  Romain Schmitt, Shahrzad Saif

  87 - 112

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Perspectives

• PBLA: Moving Toward Sustainability

  Tara Holmes

  113 - 123

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• An Updated Visual Representation for Writing Assessment Research

  Beverly Baker

  124 - 136

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