|Title||Applying a model for investigating the impact of language assessment within educational contexts: the Cambridge ESOL approach|
|Publication Type||Journal article|
|Year of Publication||2012|
|Journal||Cambridge English: Research Notes|
|Keywords||Assessment, 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.