Guest editors' introduction
-
Until his retirement
Sauli Takala was professor of Applied Language Studies at the University of Jyväskylä, Finland. His work has covered language testing and assessment, curriculum development, and language policy and planning. He was co-cordinator of the DIALANG project during its first stage, a member of the advisory group for the development of the CEFR, and a member of the team that developed the Council of Europe's manual for linking tests and examinations to the CEFR. He is a founding member of EALTA and served as its second president. Currently his work focuses mainly on projects involved in linking examinations to the CEFR.
and
Until his retirement
Bernd Voss was professor of English Language, Literature and (Foreign) Language Teaching at Technische Universität Dresden, Fakultät für Sprach-, Literatur- und Kulturwissenschaften. His work has focused on language teacher training and education, language learning and teaching (in particular in higher education), language processing, language testing and assessment, classroom language and communication, and media in language teaching. He has served as board member and/or chairman of various organisations, including the European Confederation of Language Centres in Higher Education (CercleS), the Deutsche Gesellschaft für Fremdsprachenforschung (DGFF), and the Arbeitskreis der Sprachenzentren (AKS). He is a founding member and honorary president of UNIcert®.
©2014 by Walter de Gruyter Berlin/Boston
Articles in the same Issue
- Frontmatter
- Guest editors' introduction
- A classroom-based assessment method to test speaking skills in English for Specific Purposes
- Using exemption examinations to assess Finnish business students' non-formal and informal learning of ESP: a pilot study
- Piloting a polychotomous partial-credit scoring procedure in a multiple-choice test
- Comparing two theories of grammatical knowledge assessment: a bifactor-MIRT analysis
- Einstufung in UNIcert®-Kurse mittels C-Test
- Sprachenübergreifende Vergleichbarkeit herstellen – aber wie? Ein qualitatives Projekt zur Harmonisierung der Niveaustufe UNIcert® I (B1)
- Standardising assessment to meet student needs in foreign language modules in a university context: Is standardisation possible?
- Investigating language assessment literacy: Collaboration between assessment specialists and Canadian university admissions officers
- The assessment competence of university foreign language teachers: A Ukrainian perspective
- Using Quality Management Systems to improve test development and standards and to promote good practice: A case study of testing Italian as a foreign language
- Testing intercultural competence in (International) English: Some basic questions and suggested answers
- Taking decisions: Assessment for university entry
Articles in the same Issue
- Frontmatter
- Guest editors' introduction
- A classroom-based assessment method to test speaking skills in English for Specific Purposes
- Using exemption examinations to assess Finnish business students' non-formal and informal learning of ESP: a pilot study
- Piloting a polychotomous partial-credit scoring procedure in a multiple-choice test
- Comparing two theories of grammatical knowledge assessment: a bifactor-MIRT analysis
- Einstufung in UNIcert®-Kurse mittels C-Test
- Sprachenübergreifende Vergleichbarkeit herstellen – aber wie? Ein qualitatives Projekt zur Harmonisierung der Niveaustufe UNIcert® I (B1)
- Standardising assessment to meet student needs in foreign language modules in a university context: Is standardisation possible?
- Investigating language assessment literacy: Collaboration between assessment specialists and Canadian university admissions officers
- The assessment competence of university foreign language teachers: A Ukrainian perspective
- Using Quality Management Systems to improve test development and standards and to promote good practice: A case study of testing Italian as a foreign language
- Testing intercultural competence in (International) English: Some basic questions and suggested answers
- Taking decisions: Assessment for university entry
