Glenn Fulcher is Emeritus Professor of Education and Language Assessment in the School of Education at the University of Leicester, UK. He is co-editor of The Routledge Handbook of Language Testing and author of Re-examining Language Testing: A Philosophical and Social Inquiry. These two books jointly won the SAGE/ILTA Book Award in 2016. His other books include Language Testing and Assessment: An Advanced Resource Book and Testing Second Language Speaking. He has published over 100 research papers. In 2021 he received the Messick Memorial Award from Educational Testing Service, and in 2022 was elected a fellow of the Academy of Social Sciences. He is also a UK National Teaching Fellow.

• AcknowledgementsPrefaceChapter 1 - Testing and assessment in context1. Test purpose2. Tests in educational systems3. Testing rituals4. Unintended consequences5. Testing and society6. Historical interlude I7. The politics of language testing8. Historical interlude II9. Professionalising language education and testing10. ValidityActivitiesChapter 2 - Standardised testing1. Two paradigms2. Testing as science3. What’s in a curve?4. The curve and score meaning5. Putting it into practice6. Test scores in a consumer age7. Testing the test8. Introducing reliability9. Calculating reliability10. Living with uncertainty11. Reliability and test length12. Relationships with other measures13. MeasurementActivitiesChapter 3 - Classroom assessment1. Life at the chalk-face2. Assessment for learning3. Self- and peer-assessment4. Dynamic assessment5. Understanding change6. Assessment and second language acquisition7. Criterion-referenced testing8. Dependability9. Assessment literacyActivitiesChapter 4 - Deciding what to test1. The test design cycle2. Construct definition3. Where do constructs come from?4. Models of communicative competence5. From definition to designActivitiesChapter 5 - Designing test specifications1. What are test specifications?2. Specifications for testing and teaching3. A sample detailed specification for reading test4. Granularity5. Performance conditions6. Target language use domain analysis7. Accommodations8. Back and forthActivitiesChapter 6 - Evaluating, prototyping and piloting1. Investigating usefulness and usability2. Evaluating items, tasks and specifications3. Guidelines for multiple-choice items4. Prototyping5. Piloting6. Field testing7. Item shells8. Operational item review and pre-testingActivitiesChapter 7 - Scoring language tests1. Scoring items2. Scorability3. Scoring constructed response tasks4. Automated scoring5. Corrections for guessing6. Avoiding own goalsActivitiesChapter 8 - Aligning tests to standards1. It’s as old as the hills2. The definition of ‘standards’3. The uses of standards4. Unintended consequences revisited5. Using standards for harmonisation and identity6. How many standards can we afford?7. Performance level descriptors (PLDs) and test scores8. Some initial decisions9. Standards-setting methodologies10. Evaluating standard-setting11. Training12. The special case of CEFR13. You can always count on uncertaintyActivitiesChapter 9 – Validity1. Preliminaries2. The Messick consensus3. Argument-based validation4. Technicalism5. The new realism6. Constructivism7. Pragmatic realism8. ConclusionActivitiesEpilogueAppendicesGlossaryReferencesIndex

Glenn Fulcher is Emeritus Professor of Education and Language Assessment in the School of Education at the University of Leicester, UK. He is co-editor of The Routledge Handbook of Language Testing and author of Re-examining Language Testing: A Philosophical and Social Inquiry. These two books jointly won the SAGE/ILTA Book Award in 2016. His other books include Language Testing and Assessment: An Advanced Resource Book and Testing Second Language Speaking. He has published over 100 research papers. In 2021 he received the Messick Memorial Award from Educational Testing Service, and in 2022 was elected a fellow of the Academy of Social Sciences. He is also a UK National Teaching Fellow.

• AcknowledgementsPrefaceChapter 1 - Testing and assessment in context1. Test purpose2. Tests in educational systems3. Testing rituals4. Unintended consequences5. Testing and society6. Historical interlude I7. The politics of language testing8. Historical interlude II9. Professionalising language education and testing10. ValidityActivitiesChapter 2 - Standardised testing1. Two paradigms2. Testing as science3. What’s in a curve?4. The curve and score meaning5. Putting it into practice6. Test scores in a consumer age7. Testing the test8. Introducing reliability9. Calculating reliability10. Living with uncertainty11. Reliability and test length12. Relationships with other measures13. MeasurementActivitiesChapter 3 - Classroom assessment1. Life at the chalk-face2. Assessment for learning3. Self- and peer-assessment4. Dynamic assessment5. Understanding change6. Assessment and second language acquisition7. Criterion-referenced testing8. Dependability9. Assessment literacyActivitiesChapter 4 - Deciding what to test1. The test design cycle2. Construct definition3. Where do constructs come from?4. Models of communicative competence5. From definition to designActivitiesChapter 5 - Designing test specifications1. What are test specifications?2. Specifications for testing and teaching3. A sample detailed specification for reading test4. Granularity5. Performance conditions6. Target language use domain analysis7. Accommodations8. Back and forthActivitiesChapter 6 - Evaluating, prototyping and piloting1. Investigating usefulness and usability2. Evaluating items, tasks and specifications3. Guidelines for multiple-choice items4. Prototyping5. Piloting6. Field testing7. Item shells8. Operational item review and pre-testingActivitiesChapter 7 - Scoring language tests1. Scoring items2. Scorability3. Scoring constructed response tasks4. Automated scoring5. Corrections for guessing6. Avoiding own goalsActivitiesChapter 8 - Aligning tests to standards1. It’s as old as the hills2. The definition of ‘standards’3. The uses of standards4. Unintended consequences revisited5. Using standards for harmonisation and identity6. How many standards can we afford?7. Performance level descriptors (PLDs) and test scores8. Some initial decisions9. Standards-setting methodologies10. Evaluating standard-setting11. Training12. The special case of CEFR13. You can always count on uncertaintyActivitiesChapter 9 – Validity1. Preliminaries2. The Messick consensus3. Argument-based validation4. Technicalism5. The new realism6. Constructivism7. Pragmatic realism8. ConclusionActivitiesEpilogueAppendicesGlossaryReferencesIndex

Glenn Fulcher is Emeritus Professor of Education and Language Assessment in the School of Education at the University of Leicester, UK. He is co-editor of The Routledge Handbook of Language Testing and author of Re-examining Language Testing: A Philosophical and Social Inquiry. These two books jointly won the SAGE/ILTA Book Award in 2016. His other books include Language Testing and Assessment: An Advanced Resource Book and Testing Second Language Speaking. He has published over 100 research papers. In 2021 he received the Messick Memorial Award from Educational Testing Service, and in 2022 was elected a fellow of the Academy of Social Sciences. He is also a UK National Teaching Fellow.

• AcknowledgementsPrefaceChapter 1 - Testing and assessment in context1. Test purpose2. Tests in educational systems3. Testing rituals4. Unintended consequences5. Testing and society6. Historical interlude I7. The politics of language testing8. Historical interlude II9. Professionalising language education and testing10. ValidityActivitiesChapter 2 - Standardised testing1. Two paradigms2. Testing as science3. What’s in a curve?4. The curve and score meaning5. Putting it into practice6. Test scores in a consumer age7. Testing the test8. Introducing reliability9. Calculating reliability10. Living with uncertainty11. Reliability and test length12. Relationships with other measures13. MeasurementActivitiesChapter 3 - Classroom assessment1. Life at the chalk-face2. Assessment for learning3. Self- and peer-assessment4. Dynamic assessment5. Understanding change6. Assessment and second language acquisition7. Criterion-referenced testing8. Dependability9. Assessment literacyActivitiesChapter 4 - Deciding what to test1. The test design cycle2. Construct definition3. Where do constructs come from?4. Models of communicative competence5. From definition to designActivitiesChapter 5 - Designing test specifications1. What are test specifications?2. Specifications for testing and teaching3. A sample detailed specification for reading test4. Granularity5. Performance conditions6. Target language use domain analysis7. Accommodations8. Back and forthActivitiesChapter 6 - Evaluating, prototyping and piloting1. Investigating usefulness and usability2. Evaluating items, tasks and specifications3. Guidelines for multiple-choice items4. Prototyping5. Piloting6. Field testing7. Item shells8. Operational item review and pre-testingActivitiesChapter 7 - Scoring language tests1. Scoring items2. Scorability3. Scoring constructed response tasks4. Automated scoring5. Corrections for guessing6. Avoiding own goalsActivitiesChapter 8 - Aligning tests to standards1. It’s as old as the hills2. The definition of ‘standards’3. The uses of standards4. Unintended consequences revisited5. Using standards for harmonisation and identity6. How many standards can we afford?7. Performance level descriptors (PLDs) and test scores8. Some initial decisions9. Standards-setting methodologies10. Evaluating standard-setting11. Training12. The special case of CEFR13. You can always count on uncertaintyActivitiesChapter 9 – Validity1. Preliminaries2. The Messick consensus3. Argument-based validation4. Technicalism5. The new realism6. Constructivism7. Pragmatic realism8. ConclusionActivitiesEpilogueAppendicesGlossaryReferencesIndex