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The Routledge Handbook of Language Testing offers a critical and comprehensive overview of language testing and assessment within the fields of applied linguistics and language study. An understanding of language testing is essential for applied linguistic research, language education, and a growing range of public policy issues. This handbook is an indispensable introduction and reference to the study of the subject. Specially commissioned chapters by leading academics and researchers of language testing address the most important topics facing researchers and practitioners, including: An overview of the key issues in language testing Key research methods and techniques in language test validation The social and ethical aspects of language testing The philosophical and historical underpinnings of assessment practices The key literature in the field Test design and development practices through use of practical examples The Routledge Handbook of Language Testing is the ideal resource for postgraduate students, language teachers, and those working in the field of applied linguistics.

Editorial. Glenn Fulcher and Fred Davidson. Section 1: Validity. 1.Conceptions of Validity. Carol A. Chapelle. 2. Articulating a Validity Argument. Michael Kane. 3. Validity Issues in Designing Accommodations for English LanguageL. Jamal Abedi. Section 2: Classroom Assessment and Washback. 4. Classroom Assessment. Carolyn Turner.5.Washback. Dianne Wall. 6: Assessing Young Learners. Angela Hasselgreen. 7.Dynamic Assessment. Marta Anton. 8. Diagnostic Assessment in Language Classrooms. Eunice Jang. Section 3: The Social Uses of Language Testing. 9. Designing Language Tests for Specific Social Uses. Carol Moder and Gene Halleck. 10. Language Assessment for Communication Disorders. John Oller. 11.Language Testing for Immigration, Citizenship and Asylum. Antony Kunnan. 12. Social Dimensions of Language Testing. Richard Young. Section 4: Test Specifications. 13. Test Specifications and Criterion Referenced Assessment. Fred Davidson. 14.Evidence-centred Design in Language Testing. Robert Mislevyand Chengbin Yin. 15. Claims, Evidence and Inference in Performance Assessment. Steve Ross. Section 5: Writing Items and Tasks. 16. Item Writing and Writers. Dong-Il Shin. 17. Writing Integrated items. Lia Plakans. 18. Test Taking Strategies and Task Design. Andrew Cohen. Section 6: Prototyping and Field Tests. 19. Prototyping New Item Types. Susan Nissan and Mary Schedl. 20. Pre-operational Testing. Dorry Kenyon and David MacGregor. 21.Piloting Vocabulary Tests. John Read. Section 7: Measurement Theory and Practice. 22. Classical Test Theory. J. D. Brown. 23. Item Response Theory. Gary Ockey. 24. Reliability and Dependability. Neil Jones. 25. The Generalisability of Scores from Language Tests. Rob Schoonen. 26. Scoring Performance Tests. Glenn Fulcher. Section 8: Administration and Training. 27. Quality Management in Test Production and Administration. Nick Saville. 28. Interlocutor and Rater Training. Annie Brown. 29. Technology in Language Testing. Yasuyo Sawaki. 30. Validity and the Automated Scoring of Performance Tests. Xiaoming Xi. Section 9: Ethics and Language Policy. 31. Ethics. Alan Davies. 32.Fairness. Scott Walters. 33. Standards-Based Testing. Thom Hudson. 34. Language Testing and Language Management. Bernard Spolsky.

Glenn Fulcher is Professor of Education and Language Assessment at the University of Leicester, UK. Fred Davidson is Professor of Linguistics at the University of Illinois at Urbana-Champaign, USA.

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