Chapter 1 Introduction

Chapter 2 The Role of Classroom Teachers in Standard Setting and Benchmarking

Chapter 3 A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon

Chapter 4 Potentials and Challenges of Teacher Involvement in Rating Scale Design for High-Stakes Exams

Chapter 5 Am I Just Stupid? Key Issues for Teachers Involved in High-Stakes Testing with Children Who Have Dyslexia

Chapter 6 Are Teachers Given Sufficient Tools as Examiners in High-Stakes Language Testing? A Study of the New Foreign Language Speaking Component of the French Baccalauréat

Chapter 7 Assessment Literacy for Teachers: A Pilot Study Investigating the Challenges, Benefits and Impact of Assessment Literacy Training

Chapter 8 Teachers as Testers: The Case of EOI Teachers in Galicia, Spain

Chapter 9 Teachers Setting the Assessment (Literacy) Agenda: A Case Study of a Teacher-Led National Test Development Project in Luxembourg

Chapter 10 Fostering Language Assessment Literacy Through Teacher Involvement in High-Stakes Test Development

Chapter 11 Teacher-Examiners’ Explicit and Enacted Beliefs About Proficiency Indicators in National Oral Assessments

Chapter 13 English Language Teachers’ Perceptions of Involvement in High-Stakes Testing in Turkey

Chapter 14 Teacher Involvement in the Russian National Exam in Foreign Languages: Experience and Perspectives

Chapter 15 Teachers’ Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests As Levers for Change

Chapter 16 A Survey of English Language Testing Practices in China: Students’ and Teachers’ Perspectives

Chapter 17 An Experienced EFL Teacher’s Perception of High-Stakes English Language Tests and Beliefs About Language Teaching: A Case Study

Chapter 18 Examining Washback in EFL Multi-exam Preparation Classes in Greece: A Focus on Teachers’ Teaching Practices

Chapter 19 Conclusion