Martin East is currently Associate Dean (Research) and a language teacher educator in the Faculty of Education and Social Work at the University of Auckland. His principal research interests are in ways of enhancing the effectiveness of language teaching, learning and assessment, and he publishes widely in these areas.

“This book makes a valuable contribution to the extent to which formative and summative assessment can be conflated for language teaching. It should be of interest to language education researchers, students, teachers and NZ decision makers who must decide the direction of interact.” (R. M. Genet, L. N. Conner and V. M. O’Toole, New Zealand Journal of Educational Studies, Vol. 53, 2018)

• Preface.- Acknowledgments.- Chapter 1: Mediating assessment innovation: Why stakeholder perspectives matter.- Chapter 2:Assessing spoken proficiency: What are the issues? .- Chapter 3:Introducing a new assessment of spoken proficiency: Interact.- Chapter 4: Investigating stakeholder perspectives on Interact.- Chapter 5: The advantages and disadvantages of Interact.- Chapter 6:The disadvantages of Interact and suggested improvements.- Chapter 7: Interact and higher proficiency students: Addressing the challenges.- Chapter 8: Interact and higher proficiency students: Concluding perspectives.- Chapter 9: Coming to terms with assessment innovation: Conclusions and recommendations.

Martin East is currently Associate Dean (Research) and a language teacher educator in the Faculty of Education and Social Work at the University of Auckland. His principal research interests are in ways of enhancing the effectiveness of language teaching, learning and assessment, and he publishes widely in these areas.

“This book makes a valuable contribution to the extent to which formative and summative assessment can be conflated for language teaching. It should be of interest to language education researchers, students, teachers and NZ decision makers who must decide the direction of interact.” (R. M. Genet, L. N. Conner and V. M. O’Toole, New Zealand Journal of Educational Studies, Vol. 53, 2018)

• Preface.- Acknowledgments.- Chapter 1: Mediating assessment innovation: Why stakeholder perspectives matter.- Chapter 2:Assessing spoken proficiency: What are the issues? .- Chapter 3:Introducing a new assessment of spoken proficiency: Interact.- Chapter 4: Investigating stakeholder perspectives on Interact.- Chapter 5: The advantages and disadvantages of Interact.- Chapter 6:The disadvantages of Interact and suggested improvements.- Chapter 7: Interact and higher proficiency students: Addressing the challenges.- Chapter 8: Interact and higher proficiency students: Concluding perspectives.- Chapter 9: Coming to terms with assessment innovation: Conclusions and recommendations.

Martin East is currently Associate Dean (Research) and a language teacher educator in the Faculty of Education and Social Work at the University of Auckland. His principal research interests are in ways of enhancing the effectiveness of language teaching, learning and assessment, and he publishes widely in these areas.

“This book makes a valuable contribution to the extent to which formative and summative assessment can be conflated for language teaching. It should be of interest to language education researchers, students, teachers and NZ decision makers who must decide the direction of interact.” (R. M. Genet, L. N. Conner and V. M. O’Toole, New Zealand Journal of Educational Studies, Vol. 53, 2018)

• Preface.- Acknowledgments.- Chapter 1: Mediating assessment innovation: Why stakeholder perspectives matter.- Chapter 2:Assessing spoken proficiency: What are the issues? .- Chapter 3:Introducing a new assessment of spoken proficiency: Interact.- Chapter 4: Investigating stakeholder perspectives on Interact.- Chapter 5: The advantages and disadvantages of Interact.- Chapter 6:The disadvantages of Interact and suggested improvements.- Chapter 7: Interact and higher proficiency students: Addressing the challenges.- Chapter 8: Interact and higher proficiency students: Concluding perspectives.- Chapter 9: Coming to terms with assessment innovation: Conclusions and recommendations.