Citations (23)
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Read on this site (9)
Marlena Celebre-Baird & David B. Reid. (2023) Exploring teachers’ perceptions of assessment literacy in a high-performing school district in New Jersey. Teachers and Teaching 0:0, pages 1-17.
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Shi Pu & Hao Xu. (2023) Equity and teachers’ online classroom assessment literacy in China: insights from parental involvement during the COVID-19 pandemic. Asia-Pacific Journal of Teacher Education 51:4, pages 381-394.
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Wangbei Ye. (2023) Urban public-school teachers’ assessment literacy in China’s Zhengzhou city. Education 3-13 51:5, pages 836-849.
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Chunqing Zhang & Liping Liu. (2023) Classroom-Based Formative Assessment. Language Assessment Quarterly 20:2, pages 240-244.
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Adam Poole & Xin Li. (2023) Beyond a one-size-fits-all approach: considering English language teachers’ differential capacities for engaging in and implementing professional learning in China. Professional Development in Education 0:0, pages 1-13.
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Christopher DeLuca, Nathan Rickey & Andrew Coombs. (2021) Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada. Cogent Education 8:1.
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Karin Vogt, Dina Tsagari, Ildikó Csépes, Anthony Green & Nicos Sifakis. (2020) Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries. Language Assessment Quarterly 17:4, pages 410-433.
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Md. Maksud Ali, M. Obaidul Hamid & Ian Hardy. (2020) Ritualisation of testing: problematising high-stakes English-language testing in Bangladesh. Compare: A Journal of Comparative and International Education 50:4, pages 533-553.
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Adam Poole. (2016) ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China. Cogent Education 3:1.
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Articles from other publishers (14)
Yueting Xu, Jiayu Chen & Liyi He. (2023) How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study. Chinese Journal of Applied Linguistics 46:2, pages 237-252.
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Jiayi LI & Peter Yongqi GU. (2023) Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey. Chinese Journal of Applied Linguistics 46:2, pages 198-218.
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Yangyu Xiao, Yuyang Cai, Qianwen Ge & Yan Yang. (2022) The Potential of Using Formative Assessment to Enhance Academic Achievement in the Confucian-Heritage Culture: A Comparison between Hong Kong and Shanghai. The Asia-Pacific Education Researcher.
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Simon Probert. (2022) China: The Under-Researched Nexus of Activity. Journal of Research in International Education 21:3, pages 228-241.
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Hung Phu Bui & Thuy Thi Thu Nguyen. (2022) Classroom assessment and learning motivation: insights from secondary school EFL classrooms. International Review of Applied Linguistics in Language Teaching 0:0.
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Fanrong Weng & Bin Shen. (2022) Language Assessment Literacy of Teachers. Frontiers in Psychology 13.
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Yan Jiang. (2020) Teacher Classroom Questioning Practice and Assessment Literacy: Case Studies of Four English Language Teachers in Chinese Universities. Frontiers in Education 5.
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Ricky Lam. (2019) Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System 81, pages 78-89.
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Wei Shin Leong, Haslinda Ismail, Jolene Sonia Costa & Hong Boon Tan. (2018) Assessment for learning research in East Asian countries. Studies in Educational Evaluation 59, pages 270-277.
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Zhengdong Gan, Sylvia S. L. Ieong, Yuanlian Su & Jinbo He. (2018) Understanding Chinese EFL teachers’ conceptions and practices of assessment. Australian Review of Applied Linguistics 41:1, pages 4-27.
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Asli Lidice Gokturk Saglam. (2018) Can Exams Change How and What Teachers Teach? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context. Eurasian Journal of Applied Linguistics 4:2, pages 155-176.
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Yueting Xu & Gavin T.L. Brown. (2016) Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education 58, pages 149-162.
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Ricky Lam. (2014) Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing 32:2, pages 169-197.
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