05–314 Alderson, J. Charles (Lancaster U, UK) & Ari Huhta, The development of a suite of computer-based diagnostic tests based on the Common European Framework. Language Testing (London, UK) 22.3 (2005), 301–320.

05–315 Al-Hamly, Mashael & Christine Coombe (Kuwait U, Kuwait), To change or not to change: investigating the value of MCQ answer changing for Gulf Arab students. Language Testing (London, UK) 22.4 (2005), 509–531.

05–316 Broadfoot, Patricia M. (U of Bristol, UK), Dark alleys and blind bends: testing the language of learning. Language Testing (London, UK) 22.2 (2005), 123–141.

05–317 Cumming, Alister (U of Toronto, Canada; acumming@oise.utoronto.ca), Robert Kantor, Kyoko Baba, Usman Erdosy, Keanre Eouanzoui & Mark James, Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 5–43.

05–318 Eckes, Thomas (TestDaF Institute, the Netherlands), Melanie Ellis, Vita Kalnberzina, Karmen Piorn, Claude Springer, Krisztina Szollás & Constance Tsagari, Progress and problems in reforming public language examinations in Europe: cameos from the Baltic States, Greece, Hungary, Poland, Slovenia, France and Germany. Language Testing (London,UK) 22.3 (2005), 355–377.

05–319 Figueras, Neus (Department of Education, Generalitat de Catalunya, Spain), Brian North, Sauli Takala, Norman Verhelst & Piet Van Avermaet, Relating examinations to the Common European Framework: a manual. Language Testing (London, UK) 22.3 (2005), 261–279.

05–320 Green, Anthony (Cambridge ESOL Examinations, Cambridge, UK), EAP study recommendations and score gains on the IELTS Academic Writing test. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 44–60.

05–321 Green, Rita & Dianne Wall (Lancaster U, UK), Language testing in the military: problems, politics and progress. Language Testing (London,UK) 22.3 (2005), 379–398.

05–322 Hasselgreen, Angela (The U of Bergen, Norway), Assessing the language of young learners. Language Testing (London,UK) 22.3 (2005), 337–354.

05–323 Klein, Joseph (kleinj@mail.biu.ac.il) & David Taub, The effect of variations in handwriting and print on evaluation of student essays. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 134–148.

05–324 Little, David (Trinity College, Dublin, Ireland), The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process. Language Testing (London, UK) 22.3 (2005), 321–336.

05–325 Lumley, Tom & Barry O'Sullivan (Australian Council for Educational Research, Australia), The effect of test-taker gender, audience and topic on task performance in tape-mediated assessment of speaking. Language Testing (London,UK) 22.4 (2005), 415–437.

05–326 Luxia, Qi (Guandong U of Foreign Studies, China), Stakeholders' conflicting aims undermine the washback function of a high-stakes test. Language Testing (London, UK) 22.2 (2005), 142–173.

05–327 Poehner, Matthew E. & James P. Lantolf (The Pennsylvania State U, USA), Dynamic assessment in the language classroom. Language Teaching Research (London, UK) 9.3 (2005), 233–265.

05–328 Stansfield, Charles W. & William E. Hewitt (Second Language Testing Inc., USA), Examining the predictive validity of a screening test for court interpreters. Language Testing (London, UK) 22.4 (2005), 438–462.

05–329 Trites, Latricia (Murray State U, USA) & Mary McGroarty, Reading to learn and reading to integrate: new tasks for reading comprehension tests? Language Testing (London, UK) 22.2 (2005), 174–210.

05–330 Uiterwijk, Henny (Citogroep, Arnem, the Netherlands) & Ton Vallen, Linguistic sources of item bias for second generation immigrants in Dutch tests. Language Testing (London, UK) 22.2 (2005), 211–234.

05–331 Weems, Gail H. (Arkansas Little Rock U, USA; ghweems@ualr.edu), Anthony J. Onwuegbuzie & Daniel Lustig, Profiles of respondents who respond inconsistently to positively- and negatively-worded items on rating scales. Evaluation & Research in Education (Clevedon, UK) 17.1 (2003), 45–60.

05–332 Weir, Cyril J. (Roehampton U, UK), Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing (London, UK) 22.3 (2005), 281–300.

05–333 Xi, Xiaoming (U of California, USA), Do visual chunks and planning impact performance on the graph description task in the SPEAK exam? Language Testing (London, UK) 22.4 (2005), 463–508.