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Table of Contents
""Acknowledgment""; ""Contents""; ""Contributors""; ""List of Acronyms""; ""Trends, Issues, and Challenges in Assessing Young Language Learners""; ""1 Introduction""; ""2 Main Trends in Early Language Learning and Assessment""; ""2.1 The Social Dimension""; ""2.2 An Inkblot Test or a Puzzle: 'The Younger The Better' vs. 'The Slower', or How and Why?""; ""2.3 Research on Early Language Learning and Teaching""; ""3 Challenges in Early Language Learning, Teaching, and Assessment""; ""3.1 The Construct and Frameworks of Assessment""; ""3.2 National, International and Local Testing Projects""
""3.3 International Language Tests for Young Language Learners""""3.4 Assessment for Learning""; ""3.5 What Tests Are Used and How""; ""4 How This Volume Contributes to a Better Understanding of the Challenges in Young Learners' Assessment and to Advancing the Field""; ""5 Areas for Further Research and Implications for Practice""; ""References""; ""Do Developments in Assessment Represent the 'Coming of Age' of Young Learners English Language Teaching Initiatives? The International Picture""; ""1 Introduction""; ""2 The History So Far""
""3 Developments and Research in EYL Assessment Up Until the Early Twenty-First Century""""4 Recent General Educational Assessment Movements and Their Influence on EYL Assessment""; ""4.1 Standards-Based Assessment""; ""4.2 Assessment Using Specified Performance Criteria to Determine Levels""; ""4.3 Issues with the Common European Framework of Reference in Assessing EYLs""; ""4.4 Assessment for Learning""; ""5 Analysis of Data on the Current State of the Art in YLs Assessment""; ""5.1 The Cambridge English Survey of Teachers' Practices in Assessment""
""5.2 The British Council Survey of Policy and Practice in Primary ELT""""5.3 Findings from the Surveys""; ""5.3.1 An Update on Teacher Preparation and Supply""; ""5.3.2 Teachers' Growing Understanding of Assessment of Young Learners' English""; ""5.3.3 National Policies and Assessment""; ""5.3.4 Standards-Setting and the Growing Role of the CEFR""; ""5.3.5 Assessment as an Official Requirement in YL Teaching in Primary School""; ""5.3.6 Means of End of Primary School Assessment""; ""5.3.7 Consequences and Lack of Consequences from End of Primary School Assessment""
""5.3.8 Transitions Between School Levels""""6 Limitations""; ""7 Implications for Practice""; ""8 Need for Future Research""; "" Appendices""; ""Appendix A: Countries from Which a Minimum of Five Responses to the Cambridge Survey Were Obtained""; "" Appendix B: Countries and Regions from Which Responses to the British Council Survey Were Obtained""; ""References""; ""The "Global Scale of English Learning Objectives for Young Learners": A CEFR-Based Inventory of Descriptors""; ""1 Introduction""; ""2 The Heterogeneous Reality of TEYL and the Characteristics of Young Learners""
""3.3 International Language Tests for Young Language Learners""""3.4 Assessment for Learning""; ""3.5 What Tests Are Used and How""; ""4 How This Volume Contributes to a Better Understanding of the Challenges in Young Learners' Assessment and to Advancing the Field""; ""5 Areas for Further Research and Implications for Practice""; ""References""; ""Do Developments in Assessment Represent the 'Coming of Age' of Young Learners English Language Teaching Initiatives? The International Picture""; ""1 Introduction""; ""2 The History So Far""
""3 Developments and Research in EYL Assessment Up Until the Early Twenty-First Century""""4 Recent General Educational Assessment Movements and Their Influence on EYL Assessment""; ""4.1 Standards-Based Assessment""; ""4.2 Assessment Using Specified Performance Criteria to Determine Levels""; ""4.3 Issues with the Common European Framework of Reference in Assessing EYLs""; ""4.4 Assessment for Learning""; ""5 Analysis of Data on the Current State of the Art in YLs Assessment""; ""5.1 The Cambridge English Survey of Teachers' Practices in Assessment""
""5.2 The British Council Survey of Policy and Practice in Primary ELT""""5.3 Findings from the Surveys""; ""5.3.1 An Update on Teacher Preparation and Supply""; ""5.3.2 Teachers' Growing Understanding of Assessment of Young Learners' English""; ""5.3.3 National Policies and Assessment""; ""5.3.4 Standards-Setting and the Growing Role of the CEFR""; ""5.3.5 Assessment as an Official Requirement in YL Teaching in Primary School""; ""5.3.6 Means of End of Primary School Assessment""; ""5.3.7 Consequences and Lack of Consequences from End of Primary School Assessment""
""5.3.8 Transitions Between School Levels""""6 Limitations""; ""7 Implications for Practice""; ""8 Need for Future Research""; "" Appendices""; ""Appendix A: Countries from Which a Minimum of Five Responses to the Cambridge Survey Were Obtained""; "" Appendix B: Countries and Regions from Which Responses to the British Council Survey Were Obtained""; ""References""; ""The "Global Scale of English Learning Objectives for Young Learners": A CEFR-Based Inventory of Descriptors""; ""1 Introduction""; ""2 The Heterogeneous Reality of TEYL and the Characteristics of Young Learners""