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Conference Paper: Reconciliation between assessment for learning and assessment of learning in Chinese award-winning teachers' EFL classrooms
Title | Reconciliation between assessment for learning and assessment of learning in Chinese award-winning teachers' EFL classrooms |
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Authors | |
Issue Date | 2013 |
Publisher | Language 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? |
Abstract | As 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 ..... |
Description | Conference theme: Broadening Horizons: Language Assessment, Diagnosis, and Accountability Works-In-Progress Abstracts |
Persistent Identifier | http://hdl.handle.net/10722/190192 |
DC Field | Value | Language |
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dc.contributor.author | Zhou, J | en_US |
dc.date.accessioned | 2013-09-17T15:14:18Z | - |
dc.date.available | 2013-09-17T15:14:18Z | - |
dc.date.issued | 2013 | en_US |
dc.identifier.citation | The 35th Annual Language Testing Research Colloquium (LTRC), Seoul, Korea, 3-5 July 2013. In LTRC Program Book, 2013, p. 170 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/190192 | - |
dc.description | Conference theme: Broadening Horizons: Language Assessment, Diagnosis, and Accountability | - |
dc.description | Works-In-Progress Abstracts | - |
dc.description.abstract | As 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.language | eng | en_US |
dc.publisher | Language Testing Research Colloquium (LTRC). | - |
dc.relation.ispartof | Annual Language Testing Research Colloquium | en_US |
dc.title | Reconciliation between assessment for learning and assessment of learning in Chinese award-winning teachers' EFL classrooms | en_US |
dc.type | Conference_Paper | en_US |
dc.description.nature | published_or_final_version | - |
dc.identifier.hkuros | 223517 | en_US |
dc.identifier.spage | 170 | - |
dc.identifier.epage | 170 | - |