VOLUME 12, ISSUE 1, 2023
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Front matter

Articles

• Students’ perceptions of teacher assessment practices in foreign language emergency remote teaching during Covid-19 in Finland​
  Toni Mäkipää, University of Helsinki
• An exploratory study of the construct measured by automated writing scores across task types and test occasions
  Khaled Barkaoui & Johanathan Woodworth, York University
• Decision making in large-scale language testing: Intersections of policy, practice and research
  Yan Jin, Shanghai Jiao Tong University

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Test review

• The listening and speaking test of NMET Shanghai
  Reviewed by Mingwei Pan, Shanghai International Studies University & Yang Wang, Shanghai International Studies University / Shanghai Maritime University

Book reviews

• Measuring Native-Speaker Vocabulary Size.
  Reviewed by Is’haaq Akbarian, University of Qom
• The Diagnosis of Writing in a Second or Foreign Language.
  Reviewed by Michelle Czajkowski, Radboud University

​VOLUME 12, ISSUE 2, 2023

SPECIAL ISSUE: Including the excluded: Young language learners and fair assessment in school and early childhood
GUEST EDITORS: Denise Angelo, Catherine Hudson & Julie Luxton

Front matter

Introduction

Articles

SECTION 1: Language learners and mismatched mainstream and standardised assessments

• Phantom young English language learners: The shadowy presence of second language proficiency in (English medium) early childhood assessment
  Denise Angelo & Catherine Hudson, Australian National University
• Unguided. Assessing young EAL/D learners' achievements in mainstream curriculum areas
  Susan Poetsch, University of Sydney
• The new national literacy tests for post-primary students in Aotearoa New Zealand: How process and design issues undermine principles of a strong and fair qualification
  Margaret Franken, Independent Researcher 

SECTION 2: Improving ways of working and assessing for language learners

• Fairer for all: Teachers identifying and solving problems with the assessment of English language learners in the mainstream classroom
  Rosemary Erlam, Waipapa Taumata Rau |University of Auckland
• A fair go: Translanguaging and assessment practices in a New Zealand junior college
  Simon Crosby, Waipapa Taumata Rau |University of Auckland
• Making room for learning and assessing together in bilingual, bicultural teaching teams at a remote Warlpiri school in Central Australia
  Emma Browne, Australian National University
• Seeing the positives in assessment. Contributing to a “literature of doing” school-based Aboriginal language revival programs
  Jasmine Seymour & Denise Angelo, Australian National University

SECTION 3: Development and implementation of purpose-built assessment tools

• A culturally sustaining and valid Alaska Native Language (Yugtun) assessment for school children
  Rosalie Grant, University of Wisconsin-Madison, Gayle Arnaqulluk Miller, Yup'ik Curriculum Design & Gary Cook, University of Wisconsin-Madison
• Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)
  Catherine Hudson, Australian National University, Denise Angelo, Australian National University & Sue Creagh, The University of Queensland
• EAL/D or an additional need?  A cycle of learning, teaching and assessment to discern if an EAL/D student has additional needs to learning English
  Bernadette Barker, Independent Consultant
• Developing the Little Kids’ Word List app, a fair assessment tool of communicative development for young Aboriginal children in multilingual families in Central Australia
  Carmel O’Shannessy, Australian National University, Vanessa Davis, Australian National University / Tangentyere Council, Jessie Bartlett, Red Dust Role Models, Alice Nelson, Red Dust Role Models & Denise Foster, Tangentyere Council

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