Contents


導(dǎo)　讀 林敦來(lái)　iii
Acknowledgements xxi
Series Editors’ note xxii
Notes on contributors xxviii


Section 1
History and background 1
1　Introduction 2
Rosemary Wilson and Monica Poulter
2　A brief history of Cambridge English Language Assessment
Teaching Qualifications 11
Alan Pulverness


Section 2
Development and assessment 36
3　Good practice in INSET： An analysis of the Delta 41
Simon Borg and David Albery
4　The role of portfolios in language teacher assessment 70
Neil Anderson
5　The ‘dirty mirror’ of reflective practice： Assessing self-and
peer-evaluation on a CELTA course 103
Jo-Ann Delaney
6　Capturing the ephemeral： Standardising the assessment of
teaching practice 128
Evelina D． Galaczi and Marie Therese Swabey
7　Developing and assessing English language teacher trainers 160
Marie Morgan


Section 3
Focus on the assessment of specific criteria 198
8　Teachers’ language competence： Issues of appropriation and
appropriacy 202
Jenny Johnson and Monica Poulter
9　Language awareness： Research， planning， teaching and beyond 225
Martin Parrott
10　Thinking on their feet： Assessing teachers’ flexibility and
responsiveness in the language classroom 259
Rosemary Wilson
11　TKT： Testing knowledge about teaching 274
Mary Spratt


Section 4
Assessment in context 290
12　Impact of TKT in Uruguay 2005–2012 295
Gerardo Valazza
13　Testing knowledge about content teaching in English 319
Kay Bentley
14　Using international teacher education programmes in local contexts 343
Peter Watkins with Bill Harris and Alan Pulverness
15　Integrating theory and practice： The case of Delta at Bilkent
University 363
Simon Phipps
16　Culture and context in the external assessment of teaching 392
David M． Palfreyman


Appendices
Appendix A： CELTA performance descriptors 419
Appendix B： Specifications for Delta Module Two asses