03—343 Boyd, Kenneth and Davies, Alan (U. of Edinburgh, UK; Email: [email protected]). Doctors' orders for language testers: The origin and purpose of ethical codes. Language Testing (London, UK), 19, 3 (2002), 296—322.

03—344 Finch, Andrew Edward (Kyungpook National U., Korea; Email: [email protected]). Ethical assessment: Implications for EFL educators in Korea. English Teaching (Korea), 57, 3 (2002), 333—51.

03—345 Huibregtse, Ineke (Utrecht U., The Netherlands; Email: [email protected]), Admiraal, Wilfried and Meara, Paul. Scores on a yes-no vocabulary test: Correction for guessing and response style. Language Testing (London, UK), 19, 3 (2002), 227—45.

03—346 Lumley, Tom (Hong Kong Polytechnic U.; Email: [email protected]). Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language Testing (London, UK), 19, 3 (2002), 246—76.

03—347 O'Sullivan, Barry (U. of Reading, UK; Email: [email protected]). Learner acquaintanceship and oral proficiency test pair-task performance. Language Testing (London, UK), 19, 3 (2002), 277—95.

03—348 Qian, David D. (Hong Kong Polytechnic U.; Email: [email protected]). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning (Malden, MA, USA), 52, 3 (2002), 513—36.

03—349 Saif, Shahrzad (Université Laval, Canada; Email: [email protected]). A needs-based approach to the evaluation of the spoken language ability of international teaching assistants. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 145—67.

03—350 Wolter, Brent (Hokkaido U., Japan; Email: [email protected]). Assessing proficiency through word associations: Is there still hope? System (Oxford, UK), 30, 3 (2002), 315—29.