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      Jones, N., K. Ashton and T. Walker. 2010. ‘Asset Languages: a case study of piloting the CEFR Manual’ in Aligning Tests with the CEFR, Studies in Language Testing Series (33). Cambridge: UCLES/Cambridge University Press, pp. 227-244
      Book editor(s): Martyniuk, W.
      ISBN: 978-0-521-17684-2
      Country of research: various
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Jones, N. 2009. ‘A comparative approach to constructing a multilingual proficiency framework: constraining the role of standard setting’. Cambridge ESOL: Research Notes 37: 6-10
      URL: http://cambridgeesol.org/rs_notes/rs_nts37.pdf
      Summary: The author provides his own perspective on the use of standard setting when constructing a multilingual proficiency framework. He explores issues related to absolute and comparative judgement and discusses in detail a ranking approach to align different languages and tests to a common scale as a pre-cursor to standard setting.
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Jones, N. 2009. ‘The classroom and the Common European Framework: towards a model for formative assessment’. Cambridge ESOL: Research Notes 36: 2-8
      URL: http://cambridgeesol.org/rs_notes/rs_nts36.pdf
      Summary: The author considers the potential role of a language testing body with respect to language learning, and how this role might be fulfilled. He suggests that bringing assessment-for-learning techniques into the classroom depends on teacher development, which is something that the language tester could do.
      Entered by: University of Cambridge ESOL Examinations
      Ashton, K. 2008. Comparing Proficiency Levels in an Assessment Context: The Construct of Reading for Secondary School Learners of German, Japanese and Urdu in England.
      Supervisor(s): Esch, E. and N. Jones
      Awarding institution: Cambridge University
      Thesis type: PhD
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Jones, N. 2008. ‘SurveyLang: A European survey of language competences’ in IAEA: Re-interpreting Assessment: Society, Measurement and Meaning. Cambridge: Cambridge Assessment
      URL: http://www.iaea2008.cambridgeassessment.org.uk/ca/digitalAssets/180411_Jones.pdf
      Entered by: University of Cambridge ESOL Examinations
      Saville, N. and N. Jones. 2007. ‘Scales and frameworks’ in The Handbook of Educational Linguistics. Oxford: Blackwell Publishing
      Book editor(s): Spolsky, B. and F. Hult.
      ISBN: 978-1-4051-5410-9
      Country of research: various
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Jones, N. and L. Maycock. 2007. ‘The comparability of computer-based and paper-based tests: Goals, approaches, and a review of research’. Cambridge ESOL: Research Notes 27: 11-14
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts27.pdf
      Summary: Neil Jones and Louise Maycock address the issue of comparability between the computer based mode and paper based mode of tests such as BEC and BULATS.
      Entered by: University of Cambridge ESOL Examinations
      Taylor, L. and N. Jones. 2006. ‘Cambridge ESOL exams and the Common European Framework of Reference (CEFR)’. Cambridge ESOL: Research Notes 24: 2-5
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts24.pdf
      Summary: Lynda Taylor and Neil Jones discuss the relationship of Cambridge ESOL’s exams with the Council of Europe’s CEFR along four perspectives: historical, conceptual, empirical and evolutionary.
      Entered by: University of Cambridge ESOL Examinations
      Jones, N. 2006. ‘Assessment systems: Conceptual, human, technological’. Cambridge ESOL: Research Notes 23: 2-3
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts23.pdf
      Summary: Neil Jones gives a unique view of assessment systems, describing the complex system of language assessment in terms of its conceptual, human and technological facets that have evolved over the last decade at Cambridge ESOL.
      Entered by: University of Cambridge ESOL Examinations
      Jones, N., K. Ashton and A.S.-Y. Chen. 2005. ‘Rising to the challenge of asset languages’. Cambridge ESOL: Research Notes 19: 2-4
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts19.pdf
      Summary: Neil Jones, Karen Ashton and Ann Shih-yi Chen introduce Asset languages, an assessment system being developed by UCLES to implement the Languages Ladder, a voluntary recognition system in the UK which seeks to give people credit for their language skills across 26 languages.
      Entered by: University of Cambridge ESOL Examinations