Chapter 1 Introduction
　1.1 Rationale for the Study
　1.2 The Aim and Objectives of the Study
　1.3 Research Questions
　1.4 Significance of the Present Study
　1.5 Structure of the Book
Chapter 2 Literature Review
　2. 1 Assessment for Learning
　　 2.1.1 Assessment for Learning and Assessment ofLearning
　　 2. 1.2 Formative Assessment and Summative Assessment
　　 2.1.3 Norm-referenced and Criterion-referencedTesting
　 2. 2 Diagnostic Testing
　　 2.2. 1 Definitions of a Diagnostic Test
　　 2. 2.2. Characteristics of Diagnostic Tests
　　 2. 2.3 Studies on Diagnostic Language Tests

Chapter 1  Introduction
　1.1  Rationale for the Study
　1.2  The Aim and Objectives of the Study
　1.3  Research Questions
　1.4  Significance of the Present Study
　1.5  Structure of the Book
Chapter 2  Literature Review
　2. 1  Assessment for Learning
　　 2.1.1  Assessment for Learning and Assessment ofLearning
　　 2. 1.2  Formative Assessment and Summative Assessment
　　 2.1.3  Norm-referenced and Criterion-referencedTesting
　 2. 2  Diagnostic Testing
　　 2.2. 1  Definitions of a Diagnostic Test
　　 2. 2.2.  Characteristics of Diagnostic Tests
　　 2. 2.3  Studies on Diagnostic Language Tests
　 2.3  Studies on Speaking Tasks
　 2.4  Validation Studies of Language Tests
　 2.5  Summary
　……
Chapter 3  A Conceptual Framework for the Development andValidation of the DCEST
Chapter 4  Research Design and Methodology
Chapter 5  Results and Discussions
Chapter 6  Conclusions
Appendices
Bibliography