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The assessment of language ability is an area of intense fascination. No longer a field exclusively relegated to “experts,” language assessment has caught the interest of classroom teachers, students, parents, and political action groups. How can I (a teacher) design an effective classroom test? What can 1 (a student) do to prepare for a test and to treat assessments as learning experiences? Are the standardized tests of language (that my child has to take) accurate measures of ability? And do I (as an advocate for fair testing practices) believe that the many tests that students must take are culture fair and free from the kind of bias that might favor students in certain socioeconomic classes? These and many more questions now being addressed by teachers, researchers, and specialists can be overwhelming to the novice language teacher, who may already be baffled by the multitude of methodological options for teaching alone. This book provides teachers- and teachers to be with a clear, reader friendly presentation of the essential foundation stones of language assessment, with ample practical examples to illustrate their application in language classrooms. It is a book that addresses issues in ways that classroom teachers can comprehend. Readers will be able to develop what has come to be known as “assessment literacy” by understanding and applying concepts. 

 Language Assessment: Principles and Classroom Practices is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Its first and second editions have been successfully used in teacher training courses, teacher certification curricula, and TESOL master of arts pro grams. As the third in a trilogy of teacher education textbooks, it is designed to follow H. Douglas Brown’s other two books, Principles of Language Learning and Teaching (sixth edition, Pearson Education, 2014) and Teaching by Prin ciples (fourth edition, Pearson Education, 2015). References to those two books are made throughout the current book.

 Language Assessment features uncomplicated prose and a systematic, spi raling organization. Concepts are introduced with practical examples, under standable explanations, and succinct references to supportive research. The research literature on language assessment can be quite complex and assume that readers have technical knowledge and experience in testing. By the end of Language Assessment, however, readers will have gained access to this not- so-frightening field. They will have a working knowledge of a number of useful, fundamental principles of assessment and will have applied those principles to practical classroom contexts. They will also have acquired a storehouse of use ful tools for evaluating and designing practical, effective assessment techniques for their classrooms.

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