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Table of contents
1. Introduction and Research Questions
2. Literature Review
2.1 Teaching
2.1.1 Teaching and Learning English as a Foreign Language
2.1.2 Approaches and Theories of Language Acquisition
2.1.3 Models and Styles of Teaching
2.1.4 What Constitutes Language Proficiency?
2.2 Assessment
2.2.1 Self Assessment
2.2.2 The Portfolio Model
2.2.3 Foreign Language Testing
2.3 Testing
2.3.1 What is Tested?
2.3.2 How Are Language Tests Constructed?
2.3.3 Validity
2.3.4 Reliability
2.3.4.1 Inter-rater Reliability and Marking Procedures
2.3.5 Score Meaning
2.3.6 Test Items
2.3.7 Purpose
2.3.8 Fairness
2.3.9 The Washback Effect
3. The Study
3.1 Structure and Conduct – Primary Data Gathering
3.1.1 Subjects
3.1.2 Structure and Conduct – Questionnaire
3.1.3 Structure and Conduct – Interviews
3.1.4 Limitations and Analysis of Primary Data Collection
3.2 The Results – A Summary of Main Item Responses
3.3 Discussion
3.3.1 Research Question I – What do teachers working within the Swedish school system teach when they teach English, and how do they teach?
3.3.1.1 A) – How do they assess their students’ proficiency?
3.3.2 Research Question II – What are the teachers’ personal opinions of the NTE?
3.3.2.1 A) – How do they prepare their students for the NTE?
3.3.2.2 B) – Is the NTE regarded as a reliable and valid grading aid by the teachers who use it, and what status does it hold in contrast to the Cambridge testing system?
3.3.3 Research Question III – What does the interrelation of teaching, testing and assessing EFL in the Swedish school system appear to be?
Conclusion
Works Cited
Appendices
I. Questionnaire
II. Interviews
III. Web – Cambridge, Demaret and Skolverket
