Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info

New from Oxford University Press!


It's Been Said Before

By Orin Hargraves

It's Been Said Before "examines why certain phrases become clichés and why they should be avoided -- or why they still have life left in them."

New from Cambridge University Press!


Sounds Fascinating

By J. C. Wells

How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.

TESL Canada Journal

Call Deadline: 01-Jun-2015

Call Information:
Special Issue of TESL Canada Journal, Fall 2015

Deadline extended to June 1, 2015

Language Assessment in Canada: Critical Issues and Research Agenda
Guest Editor: Liying Cheng, PhD
Professor of Language Assessment and Evaluation

Assessment plays a central role in schooling, post-secondary education, workplace, and professional certification. Assessment results are utilized extensively in these contexts as powerful decision-making tools. Inferences drawn by decision-makers about test-takers' language abilities based on the scores from such assessments result in high-stakes decisions such as student promotion, university admission, program placement, graduation, professional certification, and citizenship and immigration. Often, decisions regarding access to educational and work opportunities depend on these assessment results. It is essential to better understand the inferences made based on these results if accurate decisions are to be made. Erring in decisions of selection and access on the basis of inaccurate or improper inferences drawn from test scores will be costly, ultimately undermining knowledge transfer potential and threatening social, educational, and economic development.

In this volume we aim to bring together papers that address critical issues and research agenda in the use of language assessment in various educational, workplace, professional, and immigration contexts, with relevance for the Canadian context. This themed issue invites papers to address language assessment issues and research agenda in different contexts but not limited to:

- Relationships between language teaching, learning, and assessment
- Assessment of learning and assessment for learning
- Classroom-based language assessment (including portfolio-based assessment, and peer- and self-assessment)
- Washback, impact, and consequences of large-scale language testing
- Government-mandated assessment provisions (e.g., for immigration and certification purposes)
- Impact of cultural differences on the appropriateness of assessment options
- Language assessment literacy

We encourage a broad range of methodological approaches and theoretical frameworks, including qualitative, quantitative, and mixed methods papers. Whatever the approach taken, it is essential that papers include implications for assessment in educational, workplace, professional, and/or citizenship/immigration contexts in Canada.

Manuscripts are to be transmitted as an email attachment directed to the TESL Canada Journal ( To review author guidelines, please visit the Journal website

As part of the submission process, authors are required to complete the TESL Canada Journal Submission Form and send it to as an attachment, along with their manuscript. Questions regarding this special issue can also be directed to