Volume 3 - Issue 1 - February 2012 / Special Issue: Language Testing And Assessment Issues In The Greek Educational Context
Guest Editors: Dina Tsagari And Spiros Papageorgiou
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Editorial (of Vol. 3, No. 1)
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Introduction to Special Issue (pp. 4-7), Dina TSAGARI and Spiros PAPAGEORGIOU
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The landscape of language testing and assessment in Europe: developments and challenges (pp. 8-21), Sauli TAKALA
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FL testing and assessment in Greece: an overview and appraisal (pp. 22-32), Sophia PAPAEFTHYMIOU-LYTRA
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Reading between the lines: the construction of the subject through the discourse employed by English language examination boards and Greek frontisteria (pp. 33-50), Vanda PAPAFILIPPOU
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KPG oral exams: task design considerations and actual performance (pp. 51-63), Eleftheria NTELIOU
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Re-examining text difficulty through automated textual analysis tools and readers’ beliefs: the case of the Greek State Certificate of English Language Proficiency exam (pp. 64-77), Jenny LIONTOU
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EYL Teachers’ 'Co-construction’ in the B2 and C1 KPG oral exams: a comparison of examiners as a factor involved in candidates’ performance (pp. 78-91), Xenia DELIEZA
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Teacher and student perceptions about assessment practices in the English language classroom of Greek Junior High School (pp. 92-122), Stavroula VLANTI
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Using Alternative Assessment with Young Learners of English: The Case of Writing Portfolios (pp. 123-145), Melpomeni BARABOUTI
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Portfolio assessment with learners of the 3rd grade in a Greek state primary school (pp. 146-164), Sophia KOUZOULI
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Using alternative assessment methods in the Greek state senior high school: the viability of the oral portfolio (pp. 165-188), Angeliki DAPHNI
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Prospects of using the European language portfolio as pedagogical and assessment tool in the Greek secondary education (pp. 189-199), Eirini BOMPOLOU
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Portfolio assessment of speaking skills in English as a foreign language in primary education (pp. 200-224), Georgia EFTHYMIOU
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Self-assessment as an alternative method of assessing speaking skills in the sixth grade of a Greek state primary school classroom (225-239), Ekaterini CHALKIA
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The impact of training adolescent EFL learners on their perceptions of peer assessment of writing (pp. 240-251), Elena MELETIADOU
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Employing computer-assisted assessment (CAA) to facilitate formative assessment in the Greek state secondary school (pp. 252-268), Effimia KARAGIANNI
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Developing and assessing EFL students’ writing skills via a class blog (pp. 269-292), Eleni DASKALOGIANNAKI
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Online diagnostic assessment: potential and limitations (pp. 293-310), Vassiliki BAGLANTZI
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Book Review
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Authors’ biographical information (pp. 314-316)
