Testing, Assessment and Evaluation in English Language Education by Raza, Naziha Ali ; Coombe, Christine; Anbreen, Tanzeela;

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The comprehensive volume brings together cutting-edge research and practical insights on language testing, assessment, and evaluation across West and South Asia. Featuring voices in India, Iran, Nepal, Pakistan, and Sri Lanka, the book offers a rich blend of theory, case studies, and classroom-based evidence—highlighting innovative practices that shape one of the world’s most linguistically and culturally diverse regions. The book is structured into five thematic sections and provides logical progression from foundational concepts to innovative applications. It explores vital themes ranging from assessment policy and teacher training to digital innovations and AI-enhanced assessment frameworks.

An essential resource for researchers, educators, administrators, and policymakers, this volume provides actionable strategies for improving English language testing in West and South Asia’s multilingual and evolving educational landscape.

Tartalomjegyzék:

Chapter 1: Testing, Assessment and Evaluation in English Language Education: Voices from West and South Asia.- Chapter 2: “I went through a range of emotions when I took my IELTS exam”: A Qualitative Inquiry into Iranian Test-Takers’ Emotionality.- Chapter 3: The Impact of Assessment Literacy of Teachers’ in Designing Test Items in English as a Second Language Classroom in Sri Lanka.- Chapter 4: Navigating Teacher Assessment Identity Landscape: A Journey Through Teacher Experience.- Chapter 5: Developing English Teachers’ Writing Assessment Literacy through Professional Development: A Case Study.- Chapter 6: Engagement in Structured Reflective Practices as a Catalyst for Iranian EFL Teachers' Perceptions of Language Assessment Literacy.- Chapter 7: EFL Teachers’ Speaking Assessment Literacy: Strategy Development, Challenges, and Needs in Focus.- Chapter 8: Mapping Task Sequencing, Anxiety and Enjoyment in Assignment-based Writing Assessment.- Chapter 9: Assessing Young English Language Learners in Instructional Settings in Iran.- Chapter 10: The Emotional Toll of Language Policy and Assessment Planning on Nepali English Language Teachers.- Chapter 11: Testing, Assessment, and Evaluation Practices in Pakistani HEIs: English Language Teachers’ Insights and Perspectives.- Chapter 12: Monitoring Emotional Labor and Assessment Practices: The Effects of Sociocultural Setting on Iranian English Language Teachers.- Chapter 13: Exploring Inclusive Assessment Policies and Practices for Visually Impaired Students at a Pakistani HEI.- Chapter 14: Classroom Assessment Fairness in Iranian EFL Context: A Meta-Analysis.- Chapter 15: Assessment of Language Aptitude of Pakistani University Students Towards Learning the Chinese and Turkish Languages.- Chapter 16: An Evaluation of the Implementation of School Based Assessments in English Language Teaching in Sri Lanka.- Chapter 17: Examining Self-assessment in Teacher Education: A Case Study of Pre-service English Teachers in an Iranian University Context.- Chapter 18: Experience Matters? A Comparative Study of Novice and Veteran EFL Teachers’ Views on Student Self-Assessment.- Chapter 19: Assignment Component in Continuous Internal Assessment: Challenges and Remedies.- Chapter 20: Assessing the Outcomes of Critical Thinking Skills Instruction at Pakistani Undergraduate Engineering Programs.- Chapter 21: Promoting Oracy Assessment Among Young English Language Learners in Asian Countries: A Key to Successful Language Learning.- Chapter 22: Dynamic Assessment of EFL Learners’ Writing: Revealing Hidden Developmental Differences.- Chapter 23: Vocabulary Knowledge and Task Types in a Sample of IELTS Reading Subtest.- Chapter 24: Role of AI in Reviewing Writing Assessment in India.- Chapter 25: Evaluating the efficiency of AI versus Human Assessment for Writing evaluation in Higher Education institutions in Pakistan.- Chapter 26: Digital Transformation in English Education: Exploring Online Assessment Strategies in Pakistan.- Chapter 27: Emotional dynamics in Technology Integration: A Deep Dive into the Experiences of EFL Teachers.- Chapter 28: AI-Based Language Assessment in Low-Resourced Settings: Iranian Teachers’ Practices, Challenges, and Solutions.- Chapter 29: Emerging patterns and evolving perspectives in language assessment.