Contents 導(dǎo) 讀 林敦來 iii Acknowledgements xxi Series Editors’ note xxii Notes on contributors xxviii Section 1 History and background 1 1 Introduction 2 Rosemary Wilson and Monica Poulter 2 A brief history of Cambridge English Language Assessment Teaching Qualifications 11 Alan Pulverness Section 2 Development and assessment 36 3 Good practice in INSET： An analysis of the Delta 41 Simon Borg and David Albery 4 The role of portfolios in language teacher assessment 70 Neil Anderson 5 The ‘dirty mirror’ of reflective practice： Assessing self-and peer-evaluation on a CELTA course 103 Jo-Ann Delaney 6 Capturing the ephemeral： Standardising the assessment of teaching practice 128 Evelina D． Galaczi and Marie Therese Swabey 7 Developing and assessing English language teacher trainers 160 Marie Morgan Section 3 Focus on the assessment of specific criteria 198 8 Teachers’ language competence： Issues of appropriation and appropriacy 202 Jenny Johnson and Monica Poulter 9 Language awareness： Research， planning， teaching and beyond 225 Martin Parrott 10 Thinking on their feet： Assessing teachers’ flexibility and responsiveness in the language classroom 259 Rosemary Wilson 11 TKT： Testing knowledge about teaching 274 Mary Spratt Section 4 Assessment in context 290 12 Impact of TKT in Uruguay 2005–2012 295 Gerardo Valazza 13 Testing knowledge about content teaching in English 319 Kay Bentley 14 Using international teacher education programmes in local contexts 343 Peter Watkins with Bill Harris and Alan Pulverness 15 Integrating theory and practice： The case of Delta at Bilkent University 363 Simon Phipps 16 Culture and context in the external assessment of teaching 392 David M． Palfreyman Appendices Appendix A： CELTA performance descriptors 419 Appendix B： Specifications for Delta Module Two asses
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