Contemporary Second Language Assessment Edited by Dina Tsagari, Jayanti Banerjee. Hb $126.89, ISBN: 978‐0‐56763274‐6. 2016. London: Bloomsbury. vi + 318 pages

Abstract

areas. Accordingly, this volume would be of more value if it covered in an additional chapter or appendix in relation to teacher and learner training for technology use.Regardless of the preceding limitations, the book is still a very helpful resource for the improvement of writing assessment and feedback in and outside L2 school contexts. The volume is ideally suited to teachers of writing, teacher educators, and even L2 writing researchers. Chapter 9 'Technology in classroom L2 writing assessment and feedback' opens a new door for writing teachers and learners in EFL/ESL contexts. In comparison with other books on writing assessment and feedback (e.g., Bitchener & Storch, 2016;Brown, 2007;Ferris, 2014;McMillan, 1997), Classroom Writing Assessment and Feedback in L2 School Contexts provides more practical examples accompanied by implementation issues and guiding principles for classroom practices. The recommended references attached in each chapter may give readers new directions for future research in the field of L2 writing. For these reasons, Classroom Writing Assessment and Feedback in L2 School Contexts deserves a wide readership. Hb $126.89, ISBN: 978-0-56763274-6. 2016. London: Bloomsbury. vi + 318 pagesIn many EFL contexts, gaining a desirable outcome in high-stakes tests has turned into the ultimate goal of language learners. Undoubtedly, the results of national and international language tests play a significant role in test-takers' future life plans. Realizing the importance of this issue, educators in the field of language teaching are constantly trying to enhance their understanding of the pivotal factors in various aspects of assessment. As part of this initiative, Contemporary second language sssessment edited by Dina Tsagari and Jayanti Banerjee provides a platform of intriguing research articles where traditional issues such as test validation, washback, fairness, raters' impact, and language competencies are addressed and linked to current advancements in language assessment. The volume is organized in BOOK REVIEWS 501

Classroom writing assessment and feedback in L2 school contextsIcyLee, Springer: Singapore. 2017. 157 pages Hardcover: $86.22; eBook: $81.91. ISBN: 978‐981‐10‐39225

“…Following McMillan (1997), Lee also refutes summative assessment in L2 school contexts since summative emphasis prevents students from being active participants and co-learners in the classroom. Although language practitioners may find the last chapter helpful, particularly the lesson plans and activities in the appendix, they may still feel reluctant to incorporate GELT into their classroom, given the top-down language policy in many settings and the spread of standardised testing systems.…”

“…Following McMillan (1997), Lee also refutes summative assessment in L2 school contexts since summative emphasis prevents students from being active participants and co-learners in the classroom. From the traditional perspective, classroom writing assessment in L2 school contexts primarily focuses on written product, student performance and scores, termed as assessment of learning (AoL).…”

“…In comparison with other books on writing assessment and feedback (e.g., Bitchener & Storch, 2016;Brown, 2007;Ferris, 2014;McMillan, 1997 The volume is ideally suited to teachers of writing, teacher educators, and even L2 writing researchers.…”

“…From the traditional perspective, classroom writing assessment in L2 school contexts primarily focuses on written product, student performance and scores, termed as assessment of learning (AoL). Following McMillan (1997), Lee also refutes summative assessment in L2 school contexts since summative emphasis prevents students from being active participants and co-learners in the classroom. Different from traditional views, classroom assessment in this book is defined as a part of instruction to support and enhance learning, which is termed as assessment for learning (AfL) or assessment as learning (AaL).…”

“…Chapter 9 'Technology in classroom L2 writing assessment and feedback' opens a new door for writing teachers and learners in EFL/ESL contexts. In comparison with other books on writing assessment and feedback (e.g., Bitchener & Storch, 2016;Brown, 2007;Ferris, 2014;McMillan, 1997), Classroom Writing Assessment and Feedback in L2 School Contexts provides more practical examples accompanied by implementation issues and guiding principles for classroom practices. The recommended references attached in each chapter may give readers new directions for future research in the field of L2 writing.…”