File Download
Supplementary

Conference Paper: Reconciliation between assessment for learning and assessment of learning in Chinese award-winning teachers' EFL classrooms

TitleReconciliation between assessment for learning and assessment of learning in Chinese award-winning teachers' EFL classrooms
Authors
Issue Date2013
PublisherLanguage Testing Research Colloquium (LTRC).
Citation
The 35th Annual Language Testing Research Colloquium (LTRC), Seoul, Korea, 3-5 July 2013. In LTRC Program Book, 2013, p. 170 How to Cite?
AbstractAs an indispensable component of campus and even social life, assessment should not be discussed in a culture vacuum. The values of assessment for learning have been investigated and supported in the international literature, but even in the western context where it has been promoted for decades, there are indications that achieving congruence between assessment for learning (AfL) and assessment of learning (AoL) is by no means an easy thing. In a more test-dominated setting like Hong Kong, paradigm conflict emerged when school-based assessment was introduced into a more formal and summative assessment system. To date, relatively little research has been conducted to unravel AfL in university EFL classrooms in mainland China; this study will address the gap by probing perceptions and practices of university award-winning EFL teachers in relation to classroom-based assessment .....
DescriptionConference theme: Broadening Horizons: Language Assessment, Diagnosis, and Accountability
Works-In-Progress Abstracts
Persistent Identifierhttp://hdl.handle.net/10722/190192

 

DC FieldValueLanguage
dc.contributor.authorZhou, Jen_US
dc.date.accessioned2013-09-17T15:14:18Z-
dc.date.available2013-09-17T15:14:18Z-
dc.date.issued2013en_US
dc.identifier.citationThe 35th Annual Language Testing Research Colloquium (LTRC), Seoul, Korea, 3-5 July 2013. In LTRC Program Book, 2013, p. 170en_US
dc.identifier.urihttp://hdl.handle.net/10722/190192-
dc.descriptionConference theme: Broadening Horizons: Language Assessment, Diagnosis, and Accountability-
dc.descriptionWorks-In-Progress Abstracts-
dc.description.abstractAs an indispensable component of campus and even social life, assessment should not be discussed in a culture vacuum. The values of assessment for learning have been investigated and supported in the international literature, but even in the western context where it has been promoted for decades, there are indications that achieving congruence between assessment for learning (AfL) and assessment of learning (AoL) is by no means an easy thing. In a more test-dominated setting like Hong Kong, paradigm conflict emerged when school-based assessment was introduced into a more formal and summative assessment system. To date, relatively little research has been conducted to unravel AfL in university EFL classrooms in mainland China; this study will address the gap by probing perceptions and practices of university award-winning EFL teachers in relation to classroom-based assessment .....-
dc.languageengen_US
dc.publisherLanguage Testing Research Colloquium (LTRC).-
dc.relation.ispartofAnnual Language Testing Research Colloquiumen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleReconciliation between assessment for learning and assessment of learning in Chinese award-winning teachers' EFL classroomsen_US
dc.typeConference_Paperen_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros223517en_US
dc.identifier.spage170-
dc.identifier.epage170-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats