導讀 林敦來 Acknowledgements Series Editors' note Notes on contributors Section 1 History and background 1 Introduction 2 A brief history of Cambridge English Language Assessment Teaching Qualifications Section 2 Development and assessment 3 Good practice in INSET: An analysis of the Delta 4 The role of portfolios in language teacher assessment 5 The 'dirty mirror' of reflective practice: Assessing self- and peer-evaluation on a CELTA course 6 Capturing the ephemeral: Standardising the assessment of teaching practice 7 Developing and assessing English language teacher trainers Section 3 Focus on the assessment of specific criteria 8 Teachers' language competence: Issues of appropriation and appropriacy 9 Language awareness: Research, planning, teaching and beyond 10 Thinking on their feet: Assessing teachers' flexibility and responsiveness in the language classroom 11 TKT: Testing knowledge about teaching Section 4 Assessment in context 12 Impact of TKT in Uruguay 2005-2012 13 Testing knowledge about content teaching in English 14 Using international teacher education programmes in local contexts 15 Integrating theory and practice: The case of Delta at Bilkent University 16 Culture and context in the external assessment of teaching Appendices Appendix A CELTA performance descriptors Appendix B Specifications for Delta Module Two assessment Appendix C TKT: Practical band descriptors
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