List of articles in category Volume 3 - Issue 1 - February 2012 / Special Issue: Language Testing And Assessment Issues In The Greek Educational Context
Title
Editorial (of Vol. 3, No. 1)
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)
Using alternative assessment methods in the Greek state senior high school: the viability of the oral portfolio (pp. 165-188), Angeliki DAPHNI
Portfolio assessment with learners of the 3rd grade in a Greek state primary school (pp. 146-164), Sophia KOUZOULI
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
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