language testing and assessment：语言测试与评估.pdfVIP

SOME EUROPEAN STUDENTS’ AND TEACHERS’ VIEWS ON LANGUAGE TESTING AND ASSESSMENT A report on a questionnaire survey Gudrun Erickson and Jan-Eric Gustafsson, Göteborg University, Sweden The authors wish to thank all the students and teachers who took part in the survey for their important contribution to an increased understanding of issues related to language testing and assessment. The expressed mission of EALTA – The European Association for Language Testing and Assessment () – is to promote the understanding of theoretical principles of language testing and assessment, and the improvement and sharing of testing and assessment practices throughout Europe. To achieve this, a number of primary aims and objectives have been defined, one of which focuses on the improvement of practices, another on increasing public understanding of language testing and assessment. The main aim being to support the initial development of EALTA, a two-year network project, funded by the European Commission, was set up in December 2003. This network, ENLTA (The European Network for Language Testing and Assessment), comprised 14 partner institutions in 13 European countries1 and was coordinated by Lancaster University (Professor J. Charles Alderson). Eight activities were defined for the ENLTA project. One of these, Activity 4, involved undertaking a survey of assessment policy and practice in Europe. It was originally intended as a follow-up study to a survey of European Foreign Language Assessment Cultures: Policy and Practice, funded by the Dutch Ministry of Education. However, this study underwent considerable delay, and was not formally reported until September 2005 (http://www.nabmvt.nl). Consequently, Activity 4 was carried out as a more independent study than initially intended. After discussions within the Activity 4 project group, three aims