This volume offers new insights into the assessment of the language of Young Learners ‎(‎YLs‎)‎‎.‎ YLs are defined here as being from 5 to 17 years‎,‎ and are treated as three distinct subgroups‎:‎ younger children ‎(‎5/6 to 8/9 years‎)‎‎,‎ older children ‎(‎8/9 to 12/13 years‎)‎ and teenagers ‎(‎12/13 to 17 years‎)‎‎.‎The first half addresses fundamental issues‎,‎ beginning with the characteristics of YLs and how these are manifested in first language development‎.‎ The authors consider the potential ability of each age group to perform in a second or foreign language‎,‎ proposing a rough age‎-related correspondence with CEFR levels‎.‎ Finally‎,‎ principles of assessment‎,‎ specifically formative assessment and testing‎,‎ are presented in the light of linguistic‎,‎ cognitive and social development‎.‎The second half focusses on testing a range of ‎'‎skills‎'‎‎.‎ Theoretical models of performance are introduced‎,‎ followed by a practical analysis of approaches to the testing of each skill for the three age groups‎,‎ illustrated with examples‎.‎ The authors conclude by summing up development‎.‎‎.‎‎.‎