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

Editorial (of Vol. 3, No. 1)
Introduction to Special Issue (pp. 4-7), Dina TSAGARI and Spiros PAPAGEORGIOU
The landscape of language testing and assessment in Europe: developments and challenges (pp. 8-21), Sauli TAKALA
FL testing and assessment in Greece: an overview and appraisal (pp. 22-32), Sophia PAPAEFTHYMIOU-LYTRA
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
KPG oral exams: task design considerations and actual performance (pp. 51-63), Eleftheria NTELIOU
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
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
Teacher and student perceptions about assessment practices in the English language classroom of Greek Junior High School (pp. 92-122), Stavroula VLANTI
Using Alternative Assessment with Young Learners of English: The Case of Writing Portfolios (pp. 123-145), Melpomeni BARABOUTI
Portfolio assessment with learners of the 3rd grade in a Greek state primary school (pp. 146-164), Sophia KOUZOULI
Using alternative assessment methods in the Greek state senior high school: the viability of the oral portfolio (pp. 165-188), Angeliki DAPHNI
Prospects of using the European language portfolio as pedagogical and assessment tool in the Greek secondary education (pp. 189-199), Eirini BOMPOLOU
Portfolio assessment of speaking skills in English as a foreign language in primary education (pp. 200-224), Georgia EFTHYMIOU
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
The impact of training adolescent EFL learners on their perceptions of peer assessment of writing (pp. 240-251), Elena MELETIADOU
Employing computer-assisted assessment (CAA) to facilitate formative assessment in the Greek state secondary school (pp. 252-268), Effimia KARAGIANNI
Developing and assessing EFL students’ writing skills via a class blog (pp. 269-292), Eleni DASKALOGIANNAKI
Online diagnostic assessment: potential and limitations (pp. 293-310), Vassiliki BAGLANTZI
Book Review
Authors’ biographical information (pp. 314-316)