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Nicola Botting discusses the dynamic assessment of preschoolers proficiency in learning English (DAPPLE) with Natalie Hasson and Bernard Camilleri.
Alan Davies discusses the assessment of Academic English with Glenn Fulcher.
Ana Pellicer-Sanchez and Norbert Schmitt talk about the usefulness of yes-no vocabulary tests and the problems language testers face with scoring them.
Mary Claesen and Suze Leitão discuss their article on the performance of children with specific language impairments on two measures of phonological representations.
Kathryn Hill talks about classroom based assessment and her new framework for describing how teachers use assessment as a classroom tool.
Luke Harding discusses why many language test providers only use standard accents on tests of listening.
Pam Baylis and Maggie Snowling evaluate a phonological reading programme for children with Downs syndrome.
Tan Jin and Barley Mak discuss approaches to scoring performance tests based on fuzzy logic.
Lisa Archibald talks about her two papers on working memory and language impairment.
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