Citations (34)
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Read on this site (8)
Yueting Xu & Xuyan Qiu. (2022) Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation. Teaching in Higher Education 27:7, pages 841-858.
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Kiren Kaur. (2021) Formative assessment in English language teaching: exploring the enactment practices of teachers within three primary schools in Singapore. Asia Pacific Journal of Education 41:4, pages 695-710.
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Qiang Guo & Yueting Xu. (2021) Formative assessment use in university EFL writing instruction: a survey report from China. Asia Pacific Journal of Education 41:2, pages 221-237.
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Ying Zhan. (2020) Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their college English course. Higher Education Research & Development 39:5, pages 1055-1069.
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Ann MacPhail, John Halbert & Hal O’Neill. (2018) The development of assessment policy in Ireland: a story of junior cycle reform. Assessment in Education: Principles, Policy & Practice 25:3, pages 310-326.
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Xiaoying Wang. (2017) A Chinese EFL Teacher’s Classroom Assessment Practices. Language Assessment Quarterly 14:4, pages 312-327.
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Jiming Zhou & Christopher Charles Deneen. (2016) Chinese award-winning tutors’ perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education 41:8, pages 1144-1158.
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Qiuxian Chen, Lyn May, Val Klenowski & Margaret Kettle. (2014) The enactment of formative assessment in English language classrooms in two Chinese universities: teacher and student responses. Assessment in Education: Principles, Policy & Practice 21:3, pages 271-285.
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Articles from other publishers (26)
Bo Wang, Yangui Peng & Zhenxi Cao. (2024) How Chinese Undergraduate Students’ Perceptions of Assessment for Learning Influence Their Responsibility for First-Year Mathematics Courses. Mathematics 12:2, pages 274.
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Jiaqi Yu. (2023) Exam Culture and Formative Assessment in China: The Gaokao Reform and Its Sociocultural Hindrance. Journal of Education, Humanities and Social Sciences 23, pages 291-301.
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Siyuan Shao. (2023) Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study. SAGE Open 13:4.
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Wenwen Tian, Hoàng Dũng Lê & Nga Thúy Nguyễn. (2023) Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective. System 116, pages 103066.
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Ling GAN & Ricky LAM. (2023) A Tale of Two Teachers: Construction of Novice University English Teachers’ Assessment Identity. Chinese Journal of Applied Linguistics 46:2, pages 219-236.
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Peter Yongqi GU & Ricky LAM. (2023) Developing Assessment Literacy for Classroom-Based Formative Assessment. Chinese Journal of Applied Linguistics 46:2, pages 155-161.
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Kiren Kaur & Christina Lim-Ratnam. (2022) Implementation of formative assessment in the English language classroom: insights from three primary schools in Singapore. Educational Research for Policy and Practice 22:2, pages 215-237.
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Sebastian Kozbial. 2023. Handbook of Research on Developments and Future Trends in Transnational Higher Education. Handbook of Research on Developments and Future Trends in Transnational Higher Education
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Ofra Inbar-Lourie. (2022) EMI programs and formative assessment. Journal of English-Medium Instruction 1:2, pages 204-231.
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Qianying Xuan, Alan Cheung & Dan Sun. (2022) The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology 13.
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Mojtaba Khajeloo, Julie A. Birt, Elizabeth M. Kenderes, Marcelle A. Siegel, Hai Nguyen, Linh T. Ngo, Bethany R. Mordhorst & Keala Cummings. (2021) Challenges and Accomplishments of Practicing Formative Assessment: a Case Study of College Biology Instructors’ Classrooms. International Journal of Science and Mathematics Education 20:2, pages 237-254.
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Heidi L. Andrade, Susan M. Brookhart & Elie ChingYen Yu. (2021) Classroom Assessment as Co-Regulated Learning: A Systematic Review. Frontiers in Education 6.
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Qiuxian Chen, Jiajin Zhang & Liang Li. (2021) Problematising formative assessment in an undeveloped region of China: voices from practitioners. Educational Assessment, Evaluation and Accountability 33:4, pages 649-673.
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Qiuxian Chen, Chenxian Hao & Yangyu Xiao. (2020) When testing stakes are no longer high: impact on the Chinese College English learners and their learning. Language Testing in Asia 10:1.
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Lu Wang, Icy Lee & Moonyoung Park. (2020) Chinese university EFL teachers’ beliefs and practices of classroom writing assessment. Studies in Educational Evaluation 66, pages 100890.
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Jiang-Hui Liu, Wen-Xin Liang & Xiao-Dan Li. 2019. Advances in Computational Science and Computing. Advances in Computational Science and Computing
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Jingjing Ma. (2018) Student Perceptions of Assessment-for-Learning Practices in an English Academic Writing Course英語學術寫作課室研究:促進學習評估之學生看法. English Teaching & Learning 42:2, pages 155-183.
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Jun Liu & Yueting Xu. 2017. Innovation in Language Learning and Teaching. Innovation in Language Learning and Teaching
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Yueting Xu. (2016) Assessment planning within the context of university English language teaching (ELT) in China. Australian Review of Applied Linguistics 39:3, pages 233-254.
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Duyen T. Tran, Margaret Kettle, Lyn May & Valentina Klenowski. (2016) Mediation of Institutional English Language Policies on Vietnamese University Teachers’ Classroom Practices. The Asia-Pacific Education Researcher 25:5-6, pages 791-799.
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