An Introduction to Applied Linguistics

Research and Development. Strasbourg: Council for Cultural Co-operation, Council of 
Europe.
Oscarson, M. (1997) Self-assessment of foreign and second language proficiency. In 
Clapham, C., Corson, D. (eds). Encyclopedia of Language and Education. Volume 7: 
Language Testing and Assessment. Dordrecht, The Netherlands: Kluwer Academic 
Publishers; pp. 175–187.
Pawlikowska-Smith, G. (2000) Canadian Language Benchmarks 2000. Ottawa: 
Centre for Canadian Language Benchmarks.
Purpura, J. (2004) Assessing Grammar. Cambridge: Cambridge University Press.
Read, J. (2000) Assessing Vocabulary. Cambridge: Cambridge University Press.
Read, J., Chapelle, C.A. (2001) A framework for second language vocabulary 
assessment. Language Testing 18: 1–32.
Rea-Dickins, P. (2006) Currents and eddies in the discourse of assessment: A learning-
focused interpretation. International Journal of Applied Linguistics 16: 163–188.

---

334 References
Rea-Dickins, P., Gardner, S. (2000) Snares and silver bullets: disentangling the 
construct of formative assessment. Language Testing 17: 215–243.
Ross, S. (1998) Self-assessment in language testing: a meta-analysis and analysis of 
experiential factors. Language Testing 15: 1–20.
Schmitt, N., Schmitt, D., Clapham, C. (2001) Developing and exploring the behaviour 
of two new versions of the Vocabulary Levels Test. Language Testing 18: 55–88.
Shohamy, E. (1992) Connecting testing and learning in the classroom and on the 
program level. In Phillips, J. (ed.). Building Bridges and Making Connections. 
Lincolnwood, IL: National Textbook Company/ACTFL; pp. 154–176.
Shohamy, E. (1998) Alternative assessment in language testing. In Li, E., James, G. 
(eds). Testing and Evaluation in Second Language Education. Hong Kong: Language 
Centre, Hong Kong University of Science and Technology; 99–114.
Shohamy, E. (2001) The Power of Tests. London: Longman.
Shohamy, E. (2006) Language Policy: Hidden Agendas and New Approaches. Oxford 
and New York: Routledge.
Shohamy, E., Donitsa-Schmidt, S., Ferman, I. (1996) Test impact revisited: washback 
effect over time. Language Testing 13: 298–317.
Slomp, D. (2008) Harming not helping: The impact of a Canadian standardized writing 
assessment on curriculum and pedagogy. Assessing Writing 13: 180–200.
Snow, M.A. (ed.) (2000) Implementing the ESL Standards for Pre-K-12 Students 
through Teacher Education. Alexandria, Virginia: TESOL, Inc.
Spolsky, B. (ed.) (2009) Annual Review of Applied Linguistics. Volume 29: Language 
Policy and Language Assessment. Cambridge: Cambridge University Press.
Valencia, S.W., Calfee, R. (1991) The development and use of literacy portfolios for 
students, classes and teachers. Applied Measurement in Education 4: 333–345.
von Elek, T. (1985) A test of Swedish as a second language: an experiment in self-
assessment. In Lee, Y.P., Fok, A.C.Y.Y., Lord, R., Low, G. (eds). New Directions in 
Language Testing. Oxford: Pergamon; pp. 47–57.
Wall, D. (1997) Impact and washback in language testing. In Clapham, C., Corson, D. 
(eds). Encyclopedia of Language and Education. Volume 7. Language Testing and 
Assessment. Dordrecht: Kluwer Academic Publishers; pp. 291–302.
Wall, D., Alderson, J.C. (1993) Examining washback: the Sri Lankan impact study. 
Language Testing 10: 41–69.
Weigle, S.C. (2002) Assessing Writing. Cambridge: Cambridge University Press.
Wigglesworth, G. (2000) Issues in the development of oral tasks for competency-
based assessments of second language performance. In Brindley, G. (ed.). Issues