高风险测试对于课堂教学的影响/剑桥语言测试研究丛书

List of figures
List of tables
Acknowledgements
Series Editors' note
Chapter 1 Introduction
Chapter 2 The origins of the present investigation： the Sri Lankan O-level
Examination Project
Chapter 3 The impact of high-stakes examinations on teaching
Chapter 4 Innovation in education
Chapter 5 Methodology
Chapter 6 The impact of the new examination on teaching：the teachers' view
Chapter 7 Antecedents： what did teaching look like before 19857
Chapter 8 Implementation factors： characteristics of the innovation： the textbook series
Chapter 9 Implementation factors： characteristics of the innovation： the new examination
Chapter 10 Implementation factors： characteristics of the user system
Chapter 11 Implementation factors： characteristics of the users
Chapter 12 Discussion and future directions

Appendices
1． Old Syllabus Examination， 1987
2． New Syllabus Examination， 1988
3． Observation schedule， Sri Lankan O-level Evaluation Project -Impact Study， Round 6
4． Summary of results from observations， Sri Lankan O-level Evaluation Project - Impact Study， Rounds 1-6
5． Generalizations summarizing research findings （Rogers 1995）
6． Propositions concerning the success of projects （Smith 1991）
7． Interview guide for group interviews． October-November 1991
8． Initial coding scheme
9． Sample of coded transcript
10． Revised coding scheme
11． Sample unit from English Every Day， Year 11
12． Description of typical classrooms （Alderson and Wall 1992：87-88）
13． Recommendations for a baseline study - St Petersburg（Wall 1995：9-10）
14． Communications web． Year 12 Project - Estonia
15． Plans for phasing in a new examination． Year 12 Project -
Lithuania
References
Index