Anthony Green – författare

The English Profile Programme is an elaboration of the performance level descriptions of the Common European Framework of Reference for Languages (CEFR) that is concerned specifically with the English language. The CEFR has become influential in building a shared understanding of performance levels for foreign language learners. However, there is a considerable gap between the broad descriptions of levels provided, which covers a range of languages and learning contexts, and the level of detail required for applications such as syllabus or test design, which this volume addresses. With its combination of theoretical insights and practical advice, this is a useful work for academics, policy-makers, curriculum designers, textbook writers, postgraduate students and examination board staff.

The International English Language Testing System (IELTS) plays a key role in international student access to universities around the world. Although IELTS includes a direct test of writing, it has been suggested that test preparation may hinder international students from acquiring academic literacy skills required for university study. This study investigates the washback of the IELTS Writing test on English for Academic Purposes (EAP) provision.

The Routledge Introductions to Applied Linguistics series takes an innovative 'practice-to-theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations.Exploring Language Assessment and Testing offers a comprehensive and accessible introduction, beginning with practical advice and real-world examples that lead readers into the theory and academic field of language assessment and testing. Extensively updated, this edition responds to recent developments in assessment research, policy, and technology.It features expanded coverage of current debates and future directions, including fairness, feedback literacy, and the evolving role of assessment in learning. Green explores the impact of artificial intelligence, automated scoring, and digital testing platforms, offering timely insights into the changing landscape of language assessment. Additional reader tasks with author commentaries support reflection and application, while a glossary of key terms and annotated further reading enhance usability. With its inclusive treatment of classroom-based and large-scale assessment, this book is designed to support professional development and deepen assessment literacy, providing a principled, practice-informed engagement with language assessment. This edition enables readers to navigate the complexities of language assessment with clarity, confidence, and critical insight.This book is an indispensable introduction for postgraduate and advanced undergraduate students studying Language Education, Applied Linguistics and Language Assessment. It also serves as a practical guide for educators, researchers, and test developers.

The Routledge Introductions to Applied Linguistics series takes an innovative 'practice-to-theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations.Exploring Language Assessment and Testing offers a comprehensive and accessible introduction, beginning with practical advice and real-world examples that lead readers into the theory and academic field of language assessment and testing. Extensively updated, this edition responds to recent developments in assessment research, policy, and technology.It features expanded coverage of current debates and future directions, including fairness, feedback literacy, and the evolving role of assessment in learning. Green explores the impact of artificial intelligence, automated scoring, and digital testing platforms, offering timely insights into the changing landscape of language assessment. Additional reader tasks with author commentaries support reflection and application, while a glossary of key terms and annotated further reading enhance usability. With its inclusive treatment of classroom-based and large-scale assessment, this book is designed to support professional development and deepen assessment literacy, providing a principled, practice-informed engagement with language assessment. This edition enables readers to navigate the complexities of language assessment with clarity, confidence, and critical insight.This book is an indispensable introduction for postgraduate and advanced undergraduate students studying Language Education, Applied Linguistics and Language Assessment. It also serves as a practical guide for educators, researchers, and test developers.

The Routledge Introductions to Applied Linguistics series takes an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Exploring Language Assessment and Testing offers a straightforward and accessible introduction that starts from real-world experiences and uses practical examples to introduce the reader to the academic field of language assessment and testing.Extensively updated, with additional features such as reader tasks (with extensive commentaries from the author), a glossary of key terms and an annotated further reading section, this second edition provides coverage of recent theoretical and technological developments and explores specific purposes for assessment. Including concrete models and examples to guide readers into the relevant literature, this book also offers practical guidance for educators and researchers on designing, developing and using assessments.Providing an inclusive and impartial survey of both classroom-based assessment by teachers and larger-scale testing, this is an indispensable introduction for postgraduate and advanced undergraduate students studying Language Education, Applied Linguistics and Language Assessment.

The Routledge Introductions to Applied Linguistics series takes an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Exploring Language Assessment and Testing offers a straightforward and accessible introduction that starts from real-world experiences and uses practical examples to introduce the reader to the academic field of language assessment and testing.Extensively updated, with additional features such as reader tasks (with extensive commentaries from the author), a glossary of key terms and an annotated further reading section, this second edition provides coverage of recent theoretical and technological developments and explores specific purposes for assessment. Including concrete models and examples to guide readers into the relevant literature, this book also offers practical guidance for educators and researchers on designing, developing and using assessments.Providing an inclusive and impartial survey of both classroom-based assessment by teachers and larger-scale testing, this is an indispensable introduction for postgraduate and advanced undergraduate students studying Language Education, Applied Linguistics and Language Assessment.

First published in 1975, this book offers a critique of some of the ‘new perspectives’ in the sociology of education. This is achieved through a case study of a progressive child centred school.The book suggests that a liberal approach to education fails to appreciate how thoroughly a complex, stratified industrial society penetrates the school. It argues that the practice of ‘progressive’ education may be a modern form of conservativism and an effective form of social control both in the narrow sense of achieving classroom discipline and in the wider sense of contributing to the promotion of a static social order. It cautions against naïve utopian solutions which see the freedom and self-development of the child as an individualized process, unrelated to a social context which may undermine the ideals of freedom and spontaneous self-development. In addition to offering a study of the implementation of the ‘open’ approach to child development and pedagogy, the book can also be read as a piece of critical sociology, intended to make the reader look again at the way in which problems have been generated and solutions proposed within sociology and education.

First published in 1975, this book offers a critique of some of the ‘new perspectives’ in the sociology of education. This is achieved through a case study of a progressive child centred school.The book suggests that a liberal approach to education fails to appreciate how thoroughly a complex, stratified industrial society penetrates the school. It argues that the practice of ‘progressive’ education may be a modern form of conservativism and an effective form of social control both in the narrow sense of achieving classroom discipline and in the wider sense of contributing to the promotion of a static social order. It cautions against naïve utopian solutions which see the freedom and self-development of the child as an individualized process, unrelated to a social context which may undermine the ideals of freedom and spontaneous self-development. In addition to offering a study of the implementation of the ‘open’ approach to child development and pedagogy, the book can also be read as a piece of critical sociology, intended to make the reader look again at the way in which problems have been generated and solutions proposed within sociology and education.

This book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); the second relates how assessment tasks have adapted to changing conceptions of languages, writing, and assessment;

This book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); the second relates how assessment tasks have adapted to changing conceptions of languages, writing, and assessment;