Winner of the SAGE/ILTA Book Award 2016

The Routledge Handbook of Language Testing will provide a comprehensive account of the area of language assessment and testing. Written by leading specialists from around the world, this volume brings together approximately 35 authoritative articles (around 8000 words each). The proposed outline for the Handbook (below) is divided into ten sections. The section titles reflect the contents of their Language Testing and Assessment –textbook in our RAL series and sketch a useful overview of the discipline. Each chapter has been carefully selected to relate to key issues raised in the respective topic, providing additional historical background, critical discussion, reviews of key research methods, and an assessment of what the future might hold.


chapter |18 pages


ByGlenn Fulcher, Fred Davidson

part |2 pages

PART I Validity

chapter 1|13 pages

Conceptions of validity

ByCarol A. Chapelle

chapter 2|14 pages

Articulating a validity argument

ByMichael Kane

part |2 pages

PART II Classroom assessment and washback

chapter 4|14 pages

Classroom assessment

ByCarolyn E. Turner

chapter 5|14 pages


ByDianne Wall

chapter 6|13 pages

Assessing young learners

ByAngela Hasselgreen

chapter 7|14 pages

Dynamic assessment

ByMarta Antón

chapter 8|15 pages

Diagnostic assessment in language classrooms

ByEunice Eunhee Jang

part |2 pages

PART III The social uses of language testing

chapter 9|13 pages

Designing language tests for specific social uses

ByCarol Lynn Moder, Gene B. Halleck

chapter 10|12 pages

Language assessment for communication disorders

ByJohn W. Oller, Jr.

chapter 11|16 pages

Language assessment for immigration and citizenship

ByAntony John Kunnan

chapter 12|17 pages

Social dimensions of language testing

ByRichard F. Young

part |2 pages

PART IV Test specifications

chapter 13|11 pages

Test specifications and criterion referenced assessment

ByFred Davidson

chapter 14|15 pages

Evidence-centered design in language testing

ByRobert J. Mislevy, Chengbin Yin

chapter 15|12 pages

Claims, evidence, and inference in performance assessment

BySteven J. Ross

part |2 pages

PART V Writing items and tasks

chapter 16|12 pages

Item writing and writers

ByDong-il Shin

chapter 17|13 pages

Writing integrated items

ByLia Plakans

chapter 18|17 pages

Test-taking strategies and task design

ByAndrew D. Cohen

part |2 pages

PART VI Prototyping and field tests

chapter 19|14 pages

Prototyping new item types

BySusan Nissan, Mary Schedl

chapter 20|12 pages

Pre-operational testing

ByDorry M. Kenyon, David MacGregor

chapter 21|14 pages

Piloting vocabulary tests

ByJohn Read

part |2 pages

PART VII Measurement theory and practice

chapter 22|13 pages

Classical test theory

ByJames Dean Brown

chapter 23|14 pages

Item response theory

ByGary J. Ockey

chapter 24|13 pages

Reliability and dependability

ByNeil Jones

chapter 25|15 pages

The generalisability of scores from language tests

ByRob Schoonen

chapter 26|15 pages

Scoring performance tests

ByGlenn Fulcher

part |2 pages

PART VIII Administration and training

chapter 27|18 pages

Quality management in test production and administration

ByNick Saville

chapter 28|13 pages

Interlocutor and rater training

ByAnnie Brown

chapter 29|12 pages

Technology in language testing

ByYasuyo Sawaki

chapter 30|15 pages

Validity and the automated scoring of performance tests

ByXiaoming Xi

part |2 pages

PART IX Ethics and language policy

chapter 31|14 pages

Ethical codes and unexpected consequences

ByAlan Davies

chapter 32|10 pages


ByF. Scott Walters

chapter 33|16 pages

Standards-based testing

ByThom Hudson

chapter 34|11 pages

Language testing and language management

ByBernard Spolsky