《面向学习的测评：一种系统的方法》提出了语言测试领域一种新的测评范式——面向学习的测试（Learning Oriented Assessment，简称LOA）。该模式具有系统性、生态性和社会—认知性，是将终结性评价和形成性评价相结合的探索，不仅有助于我们理解学习的本质，而且对外语教师转变教学理念、创新教学方法、实施更加有效的教学与测评，以及靠前语言政策的制定、课程大纲的设计、教学内容的组织也具有重要的启发意义。
《面向学习的测评：一种系统的方法》共分九章：、二章总体引介LOA，着重介绍以任务为驱动的四个“世界”——“个人”“教育”“社会”“测试”，探究LOA的发展根源和概况；第三章至第五章提出了LOA涉及的三个基本问题：什么是学习？什么是语言学习？要学习什么？第四章至第七章聚焦教育的特殊案例、正规教育背景下语言学习的组织、大规模测试实践、课堂中LOA的本质；第八、九章提出了大规模测试与课堂评价结合的综合模式和LOA全面实施的问题及步骤。

导读
Abbreviations
Acknowledgements
Series Editors’note
1 Learning Oriented Assessment：An overview
1.1 The organisation of this volume
1.2 What is learning?
1.3 What is language learning?
1.4 What is to belearned?
1.5 The roles of assessment in learning
1.6 Aligning large—scale and classroom assessment
1.7 In summary
2 The roots of Learning Oriented Assessment
2.1 Cambridge English and Learning Oriented Assessment
2.2 Origins and emphases of learning.oriented approaches
2.3 Defining learning—oriented assessment：Process.policy or principles?
2.4 Specific learning—oriented methods
3 What is learning?
3.1 Constructivism
3.2 An appropriate model of cognition and learning
3.3 Tlask—based interaction
3.4 Roles of teachers and learners
3.5 In summary
4 What is language learning?
4.1 Languages as a spe case
4.2 The Common European Framework of Reference for Languages
4.3 Natural language acquisition
4.4 Second Language Acquisition research
4.5 In summary
5 What is to be learned?
5.1 The desired outcomes of learning
5.2 The nature of language proficiency：Construct definition
5.3 The content of learning：Curricular objectives
5.4 In summary
6 The role of large.scale assessment in learning
6.1 Proficiency testing：The importance of criterion reference
6.2 Scale construction
6.3 Item Response Theory
6.4 Item banking
6.5 Performance assessment
6.6 Validity and reliability of large—scale assessment
6.7 Large—scale assessment：Evidence of and for learning
6.8 In summary
7 Learning—oriented assessment in the classroom
7.I The nature of classroom learning.oriented assessment
7.2 Domain—specific and generalisable learning skills
7.3 Learning—centred and content—centred activities
7.4 Classroom evidence ofandfo，learning
7.5 Learning.oriented assessment：An ecological model
7.6 In summary
8 Aligning large.scale and classroom assessment
8.1 Alignment of goals
8.2 Aligning interpretations of standards
8.3 Construct.based alignment of assessment
8.4 Evidence within a Learning Oriented Assessment model
8.5 The validity of Learning Oriented Assessment
9 Implementing Learning Oriented Assessment
9.1 Educational policy—making：The global scale
9.2 Worlds of difference：Predictable implementation issues
9.3 Asset Languages：A cautionary tale
9.4 Technology to the rescue?
9.5 New contexts of learning
9.6 Positive impact by design
9.7 Steps in implementation
9.8 A conclusion
Appendix 1 Assessment for learning：10 principles(Assessment Reform Group 2002)
Appendix 2 The Teaching and Learning Research Programme (TLRP)：10 principles of effective pedagogy (Teaching and Learning Research Programme 2007)
Appendix 3 James and Pedder’S(2006)hypotheses on assessment for learning
References
Subject Index