Vol. 2 No. 2 (2021)

Special Issue: Assessment Innovations in Multilingual Contexts
Guest Editors: Jamie L. Schissel and Angel Arias

Published: 2021-12-07

Introduction

How are multilingual communities of practice being considered in language assessment? A language ecology approach

Angel Arias, Jamie L. Schissel

141–153
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Articles

The construction of bilingual abilities through monoglossic literacy assessments

Sofía E. Chaparro, Jamie L. Schissel, Chelsey Klassen

154–179
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Adolescent test-taker characteristics A qualitative validation study of a Chinese language reading examination in Singapore

Yun-Yee Cheong

180–206
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Teacher expectations of multilingual students’ achievement Can teachers accurately predict science performance on a linguistically accommodated test?

Fauve De Backer, Wendelien Vantieghem, Koen Van Gorp, Stef Slembrouck, Piet Van Avermaet

207–232
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A framework to accumulate validity evidence for intended and actual consequences of Korean language proficiency testing

Dongil Shin

233–253
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Examining validity issues in classifying and exiting English learners through dynamic views of language proficiency

Sultan Turkan

254–286
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Language assessment frameworks as language policy Is a multilingual approach possible?

Saskia Van Viegen, Eunice Eunhee Jang

287–309
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Rejoinder

Perspectives on the multilingual turn in assessment Constructs and consequences in context

Janna Fox

310–319
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