Bøker i Language Testing and Evaluation-serien

This study investigates how cognitive and contextual characteristics of multiple-choice reading tasks impact empirical difficulty in a reading test. Results provide evidence of construct validity and are also relevant for teaching practice aiming at the teaching of reading strategies.

Provides an overview of language and (inter-)cultural assessment practices in European higher education and beyond (Australia, China and Japan). This title addresses the following questions: What sort of assessment is taking place? What purposes does it serve?