TitleApplying a model for investigating the impact of language assessment within educational contexts: the Cambridge ESOL approach
Publication TypeJournal article
Year of Publication2012
AuthorsSaville, N
JournalCambridge English: Research Notes
KeywordsAssessment, Curriculum/syllabus, ESOL/EAL, Learner autonomy/strategies, Learner cognition, Teacher cognition, Teacher education

This article sets out some features of the model now being developed and explains how it can be applied in the case of the Cambridge English examinations. The operational practices needed to implement this approach are being introduced incrementally and are being adapted and revised in light of experiences in conducting projects which are now underway in many parts of the world.