Article published In:
Defining Standards and Monitoring Progress in Learning Languages other than EnglishGuest-edited by Catherine Elder
[Australian Review of Applied Linguistics 23:2] 2000
► pp. 7–20
Guest-edited by Catherine Elder
[Australian Review of Applied Linguistics 23:2] 2000
► pp. 7–20
Complexities in describing and using standards in languages education in the school setting
Whose conceptions and values are at work?
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Cited by
Cited by 6 other publications
Leung, Constant
2004. Developing Formative Teacher Assessment: Knowledge, Practice, and Change. Language Assessment Quarterly 1:1 ► pp. 19 ff. 
Leung, Constant & Bernard Mohan
2004. Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing 21:3 ► pp. 335 ff.
Phakiti, Aek & Carsten Roever
2011. Current Issues and Trends in Language Assessment in Australia and New Zealand. Language Assessment Quarterly 8:2 ► pp. 103 ff.
Scarino, Angela
2008. The Role of Assessment in Policy-Making for Languages Education in Australian Schools: A Struggle for Legitimacy and Diversity. Current Issues in Language Planning 9:3 ► pp. 344 ff.
Scarino, Angela
2012. A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia. Australian Review of Applied Linguistics 35:3 ► pp. 231 ff.
[no author supplied]
2013. References. In Intercultural Language Teaching and Learning, ► pp. 179 ff.
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