This volume gathers researchers from around the world endeavouring to better understand a number of perennial issues in assessing Chinese learners of English, covering topics such as students' test performances, interactional competence and lexical knowledge, students' motivation, teachers' attitudes and assessment policy changes.

Foreword; Cyril Weir 1. Assessing Chinese learners of English - the language constructs, consequences and conundrums: An Introduction; Guoxing Yu and Yan JIN 2. Implementing a learning-oriented approach within English Language assessment in Hong Kong schools: practices, issues and complexities; Liz Hamp-Lyons 3. Contriving authentic interaction: Task implementation and engagement in school-based peer group speaking assessment in Hong Kong; Daniel M. K. Lam 4. The impact of test mode on the use of communication strategies in the paired discussion task; Yan Jin and Lin Zhang 5. Fact-to-face interaction in a speaking test: A corpus-based study of Chinese learners' basic spoken vocabulary; Shasha Xu 6. Features of formulaic language used by Chinese EFL learners in their performance in a story-retelling assessment task; Lei Wang and Chan Chen 7. Assessing incidental vocabulary learning by Chinese EFL learners; Chanchan Tang and Jeanine Treffers-Daller 8. Chinese users' reactions to automated scoring of speech and validity implications; Xiaoming Xi, Jonathan Schmidgall and Yuan Wang 9. Project-based group assessment in the second language classroom: Understanding university students' perceptions; David Qian 10. The Chinese students' response to an assessment policy change: A case study; Qiuxian Chen and Lyn May 11. Students' voices: What factors influence their English learning and test performance?; Ying Zheng 12. Standard English or Chinese English? Native and non-native English teachers' perceptions; Ying Zhang 13. The power of the General English Proficiency Test on the Taiwanese society and its tertiary English education; Shwu-wen Lin 14. Twenty years of Cambridge English in China: Investigating the impact; Xiangdong Gu and Nick Saville

“Central aim of the book is to examine and consolidate the existing literature on assessing Chinese learners of English. … not only introduces studies related to English language assessment in China but also functions as a platform for researchers worldwide to facilitate a better understanding of English language assessment in China. It is successful in reviewing existing findings from research on assessing Chinese learners of English, while also encouraging researchers to continue developing language assessment research in the Chinese context.”  (Jian Xu and Barley Mak, Applied Linguistics, Issue 1-4, 2016)