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

Published: 2016-02-25
  • Preface
    i - iv
    • PDF

A Word from the Editors

  • Embracing the Multilingual and Multicultural Assessment Context of Canada
    Liying Cheng
    v - xiv
    • PDF

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
    • PDF
  • Using Hierarchical Linear Modelling to Examine Factors Predicting English Language Students’ Reading Achievement
    Karen Fung, Samira ElAtia
    24 - 42
    • PDF
  • 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
    • PDF
  • Walk a Mile in My Shoes: Stakeholder Accounts of Testing Experience with a Computer-Administered Test
    Janna Fox, Liying Cheng
    65 - 86
    • PDF
  • Test de Français Laval-Montreal: Does It Measure What It Should Measure?
    Romain Schmitt, Shahrzad Saif
    87 - 112
    • PDF

Perspectives

  • PBLA: Moving Toward Sustainability
    Tara Holmes
    113 - 123
    • PDF
  • An Updated Visual Representation for Writing Assessment Research
    Beverly Baker
    124 - 136
    • PDF
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