03–514 Berge, Kjell Lars (U. of Oslo, Finland). Hidden norms in assessment of students’ exam essays in Norwegian Upper Secondary Schools. Written Communication (Thousand Oaks, CA, USA), 19, 4 (2002), 458–492.03–515 Brown A. (The University of Melbourne, Australia). Interviewer variation and the co-construction of speaking proficiency. Language Testing (London, UK), 20, 1 (2003), 1–25.03–516 Chiari, Isabella (La Sapienza University, Rome, Italy). La procedura cloze, la ridondanza e la valutazione della competenza della lingua italiana. [The cloze procedure, redundancy and the assessment of Italian language proficiency.] Italica, 79, 4 (2002), 525–540.03–517 Coniam, David (Chinese U. of Hong Kong; Email: [email protected]). Perceptions of a multimedia syllabus: making the demands of a performance test more accessible. System (Oxford, UK), 31, 1 (2003), 55–70.03–518 Jenkins, Susan and Parra, Isabel (Saint Michael's College, USA; Email: [email protected]). Multiple layers of meaning in an oral proficiency test: the complementary roles of nonverbal, paralinguistic, and verbal behaviours in assessment decisions. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 90–107.03–519 Phakiti A. (The University of Melbourne, Australia). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing (London, UK), 20, 1 (2003), 26–56.
Language testing