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Jinan University, China
The Education University of Hong Kong, China
In order to make it easier for readers to access this special issue that focuses on The Evolving Role of Language Assessment in Skills Development in the Modern World, the thirteen articles are divided into four groups: background research, test analysis, assessment, and test development. Within each group, a variety of topics are discussed.
The first group comprises six papers dealing with background research in: use of connectors in writing in China; a survey of online invigilation in China; interactional competence in speaking; language standards; cognitive processes in reading; and eye-tracking when reading. Readers will note that the CEFR (Common European Framework of Reference) for languages is quite commonly referred to as its levels have become universally recognized as a popular international standard for describing language ability. In this special issue, other tests are sometimes compared with CEFR levels. In the second group on test analysis, consisting of three articles, the first two focus on vocational English in China. The third paper in this group analyses speaking skills in a test for a large cohort of young learners in Uruguay. The third group deals with assessment and comprises three papers, focusing on: self-assessment; equating standards; and examiner quality in writing tests. The single paper in the area of test development lies within the context of vocational education in China.