While research into aspects of standardised language tests is growing the area of classroombased language assessment CBLA is still not welldefined and relatively underresearched. Studies investigating CBLA practices within the ESLEFL school contexts as well as the tertiary level have stressed the need for further research as the picture is not yet complete. The volume aims to address this challenge by presenting a wide scope of research interests that discuss theoretical and practical underpinnings of CBLA. It is also meant to promote the notion of CBLA for a wide membership of the language teaching and testing community covering topics that consider both realities and prospects of CBLA in the assessment world.