12. Assessing intercultural competence

Chapters in this book

1. Frontmatter i
2. Preface v
3. Introduction to the handbook series vii
4. Contents xxi
5. 1. The handbook of second language assessment 1
6. I. Conceptual foundations of second language assessment
7. 2. Purposes of assessment 13
8. 3. Standards and frameworks 29
9. 4. Norm-referenced vs. criterion-referenced approach to assessment 45
10. 5. Quality factors in language assessment 61
11. 6. The impact of language assessment 77
12. II. Assessing second language skills/areas
13. 7. Assessing listening 97
14. 8. Assessing reading 113
15. 9. Assessing speaking 131
16. 10. Assessing writing 147
17. 11. Assessing pragmatic competence 165
18. 12. Assessing intercultural competence 181
19. 13. Fluency in second language assessment 203
20. 14. Translation and interpretation skills 219
21. III. Second language asessment contexts
22. 15. Assessment in educational settings 239
23. 16. Learning-oriented assessment in second and foreign language classrooms 255
24. 17. Dynamic Assessment in the language classroom 275
25. 18. Language assessment for the workplace 291
26. 19. Language assessment and analysis for immigration, citizenship and asylum 309
27. IV. Issues in second language assessment
28. 20. Aligning language assessments to standards and frameworks 327
29. 21. Technology and artificial intelligence in language assessment 341
30. 22. Assessing young learners 359
31. 23. Assessing students with learning and other disabilities/special needs 377
32. 24. ‘Authorial voice’ in the assessment of writing 397
33. 25. Teacher assessment literacy and professional development 413
34. Biographical notes 429
35. Index 435