fm.author_biographical_note1 fm.author_biographical_note2

• 1 Cross-cultural pragmatics in oral proficiency; 2 Decision dependability of subtests, tests and the overall TOEFL test battery; 3 Development of new proficiency based skill level descriptors for translation: theory and practice; 4 Comparing test difficulty and text reliability in the evaluation of an extensive reading programme; 5 Performance assessment and the components of the oral construct across different tests and rater groups; 6 Applying ethical standard of portfolio assessment of writing English as a Second Language; 7 Equating national exams of foreign language reading comprehension; 8 Taking a multifaceted view of the unidimensional measurement from Rasch analysis in language tests; 9 A qualitative approach to monitoring examiner conduct in CASE; 10 Linguistics accuracy versus coherence in assessing examination answers in content subjects; 11 A study of the Decision-making Behaviour of Composition Markers; 12 What raters really pay attention to; 13 A study of writing tasks assigned in academic degree programs: a report on stage 1 of the project; 14 Content validity in tests for well-defined LSP domains: an approach to defining what is to be tested; 15 Early bilingualism, cognition and Assessment; 16 A comparative study of four ESL placement instruments

fm.author_biographical_note1 fm.author_biographical_note2

• 1 Cross-cultural pragmatics in oral proficiency; 2 Decision dependability of subtests, tests and the overall TOEFL test battery; 3 Development of new proficiency based skill level descriptors for translation: theory and practice; 4 Comparing test difficulty and text reliability in the evaluation of an extensive reading programme; 5 Performance assessment and the components of the oral construct across different tests and rater groups; 6 Applying ethical standard of portfolio assessment of writing English as a Second Language; 7 Equating national exams of foreign language reading comprehension; 8 Taking a multifaceted view of the unidimensional measurement from Rasch analysis in language tests; 9 A qualitative approach to monitoring examiner conduct in CASE; 10 Linguistics accuracy versus coherence in assessing examination answers in content subjects; 11 A study of the Decision-making Behaviour of Composition Markers; 12 What raters really pay attention to; 13 A study of writing tasks assigned in academic degree programs: a report on stage 1 of the project; 14 Content validity in tests for well-defined LSP domains: an approach to defining what is to be tested; 15 Early bilingualism, cognition and Assessment; 16 A comparative study of four ESL placement instruments

fm.author_biographical_note1 fm.author_biographical_note2

• 1 Cross-cultural pragmatics in oral proficiency; 2 Decision dependability of subtests, tests and the overall TOEFL test battery; 3 Development of new proficiency based skill level descriptors for translation: theory and practice; 4 Comparing test difficulty and text reliability in the evaluation of an extensive reading programme; 5 Performance assessment and the components of the oral construct across different tests and rater groups; 6 Applying ethical standard of portfolio assessment of writing English as a Second Language; 7 Equating national exams of foreign language reading comprehension; 8 Taking a multifaceted view of the unidimensional measurement from Rasch analysis in language tests; 9 A qualitative approach to monitoring examiner conduct in CASE; 10 Linguistics accuracy versus coherence in assessing examination answers in content subjects; 11 A study of the Decision-making Behaviour of Composition Markers; 12 What raters really pay attention to; 13 A study of writing tasks assigned in academic degree programs: a report on stage 1 of the project; 14 Content validity in tests for well-defined LSP domains: an approach to defining what is to be tested; 15 Early bilingualism, cognition and Assessment; 16 A comparative study of four ESL placement instruments