Formative assessment use in university EFL writing instruction: a survey report from China

References

• Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell Publishers Ltd.
   Google Scholar
• Andersson, C., & Palm, T. (2018). Reasons for teachers’ successful development of a formative assessment practice through professional development- a motivation perspective. Assessment in Education: Principles, Policy & Practice, 25(6), 576–597.
   Web of Science ®Google Scholar
• ARG. (2002). Assessment for learning: 10 principles. Port Melbourne: Cambridge University Press.
   Google Scholar
• Atlas, R.S., & Overall, J.E. (1994). Comparative evaluation of two superior stopping rules for hierarchical cluster analysis. Psychometrica, 59(4), 581–591.
   Web of Science ®Google Scholar
• Beck, S.W., Llosa, L., Black, K., & Anderson, A.T.G. (2018). From assessing to teaching writing: What teachers prioritize. Assessing Writing, 37, 68–77.
   Web of Science ®Google Scholar
• Bennett, R.E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25.
   Google Scholar
• Benzie, H.J., & Harper, R. (2020). Developing student writing in higher education: Digital third-party products in distributed learning environments. Teaching in Higher Education, 25(5), 633–647.
   Web of Science ®Google Scholar
• Bereiter, C., & Scardamalia, M. (2013). The psychology of written composition. New York: Routledge.
   Google Scholar
• Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Buckingham, UK: Open University Press.
   Google Scholar
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
   Web of Science ®Google Scholar
• Box, C., Skoog, G., & Dabbs, J.M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(5), 956–983.
   Web of Science ®Google Scholar
• Brookhart, S. (2007). Expanding views about formative classroom assessment: A review of literature. In J.H. McMillan (Ed.), Formative classroom assessment: Theory and practice (pp. 43–62). New York, NY: Teachers College Press.
   Google Scholar
• Brookhart, S. (2018). Learning is the primary source of coherence in assessment. Educational Measurement: Issues and Practice, 37(1), 35–38.
   Web of Science ®Google Scholar
• Brown, T.A. (2015). Confirmatory factor analysis for applied research. New York: The Guilford Press.
   Google Scholar
• Burner, T. (2015). Formative assessment of writing in English as a foreign language. Scandinavian Journal of Educational Research, 60(6), 626–648.
   Web of Science ®Google Scholar
• Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York, NY: Routledge.
   Google Scholar
• Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. London: Routledge.
   Google Scholar
• Carless, D., Chan, K., To, J., Lo, M., & Barrett, E. (2018). Developing students’ capacities for evaluative judgment through analyzing exemplars. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing evaluative judgement in higher education: Assessment for knowing and producing quality work (pp. 108–116). London: Routledge.
   Google Scholar
• Carless, D., Salter, D., Yang, M., & Lam, J. (2010). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407.
   Web of Science ®Google Scholar
• Chen, Q., Kettle, M., Klenowski, V., & May, L. (2013). Interpretations of formative assessment in the teaching of English at two Chinese universities: A sociocultural perspective. Assessment & Evaluation in Higher Education, 38(7), 831–846.
   Web of Science ®Google Scholar
• Chen, Q., May, L., Klenowski, V., & Kettle, M. (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), 271–285.
   Google Scholar
• Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods and procedures. Language Testing, 21(3), 360–389.
   Google Scholar
• Cheng, L., Rogers, T., & Wang, X. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education, 33(1), 9–32.
   Web of Science ®Google Scholar
• Cheng, L., & Wang, X. (2007). Grading, feedback and reporting in ESL/EFL classrooms. Language Assessment Quarterly, 4(1), 85–107.
   Google Scholar
• Chiu, Y.J. (2009). Facilitating Asian students’ critical thinking in online discussions. British Journal of Educational Technology, 40(1), 42–57.
   Web of Science ®Google Scholar
• CMoE. (2019). The 2019 list of China higher education institutions [2019 quanguogaodengxuexiaomingdan]. Retrieved from http://www.moe.gov.cn/jyb_xxgk/s5743/s5744/201906/t20190617_386200.html
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum
   Google Scholar
• Costello, A.B., & Osborne, J.W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10(7), 1–9.
   Google Scholar
• Davison, C., & Leung, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, 43(3), 393–415.
   Web of Science ®Google Scholar
• Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120.
   Web of Science ®Google Scholar
• Fang, X., & Warschauer, M. (2004). Technology and curriculum reform in China: A case study. TESOL Quarterly, 38(2), 301–323.
   Web of Science ®Google Scholar
• Filsecker, M., & Kerres, M. (2012). Repositioning formative assessment from an educational assessment perspective: A response to Dunn & Mulvenon 2009. Practical Assessment, Research & Evaluation., 17(16), 1–9.
   Google Scholar
• Fleer, M. (2015). Developing an assessment pedagogy: The tensions and struggles in re-theorizing assessment from a cultural-historical perspective. Assessment in Education: Principles, Policy & Practice, 22(2), 224–246.
   Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
   Web of Science ®Google Scholar
• Hu, G. (2002). Potential resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2), 93–105.
   Google Scholar
• Jiang, Y. (2012). An interview study on College English teachers’ professional development and influential factors. Foreign Languages in China, 9(4), 17–24.
   Google Scholar
• Jin, L., & Cortazzi, M. (1998). The culture the learner brings: A bridge or a barrier? In M. Byram (Ed.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 98–118). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28–37.
   Google Scholar
• Kit-ling, L. (2017). Classical Chinese reading instruction: Current practices and their relationship with students’ strategy use and reading motivation. Teaching and Teacher Education, 64, 175–186.
   Web of Science ®Google Scholar
• Krejcie, R., & Morgan, D. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.
   Web of Science ®Google Scholar
• Lam, R. (2016). Assessment as learning: Examining a cycle of teaching, learning and assessment of writing in the portfolio-based classroom. Studies in Higher Education, 41(11), 1900–1917.
   Web of Science ®Google Scholar
• Leahy, S., Lyon, C.J., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 19–24.
   Web of Science ®Google Scholar
• Lee, I. (2007). Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? Assessing Writing, 12(3), 180–198.
   Google Scholar
• Lee, I., & Falvey, P. (2014). Perspectives on assessment for learning in Hong Kong writing classrooms. In D. Coniam (Ed.), English language education and assessment: Recent developments in Hong Kong and Chinese Mainland (pp. 221–236). Singapore: Springer.
   Google Scholar
• Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Singapore: Springer.
   Google Scholar
• Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong. Journal of Second Language Writing, 22(1), 34–50.
   Web of Science ®Google Scholar
• Lee, I., Mak, P., & Burns, A. (2015). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248–269.
   Web of Science ®Google Scholar
• Lee, J., Zhang, Z., Song, H., & Huang, X. (2013). Effects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 38(12), 120–146.
   Google Scholar
• Lerner, N. (2007). Laboratory lessons for writing and science. Written Communication, 24(3), 191–222.
   Web of Science ®Google Scholar
• López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77–97.
   Web of Science ®Google Scholar
• Mak, P., & Lee, I. (2014). Implementing assessment for learning in L2 writing: An activity theory perspective. System, 47(4), 73–87.
   Web of Science ®Google Scholar
• Mooi, E., & Sarstedt, M. (2011). A concise guide to market research: The process, data, and methods using IBM SPSS Statistics. Berlin: Springer.
   Google Scholar
• Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
   Web of Science ®Google Scholar
• Pang, N.S., & Wang, T. (2016). Professional learning communities: Research and practices across six educational systems in the Asia-Pacific region. Asia Pacific Journal of Education, 36(2), 193–201.
   Web of Science ®Google Scholar
• Parr, J., & Timperley, H. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15(2), 68–85.
   Google Scholar
• Prain, V., & Hand, B. (2016). Coming to know more through and from writing. Educational Researcher, 45(7), 430–434.
   Web of Science ®Google Scholar
• Rao, Z., & Lei, C. (2014). Teaching English as a foreign language in Chinese universities: The present and future. English Today, 30(4), 40–45.
   Web of Science ®Google Scholar
• Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429–462.
   Google Scholar
• Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36.
   Web of Science ®Google Scholar
• Saito, H., & Inoi, S. (2017). Junior and senior high school EFL teachers’ use of formative assessment: A mixed-methods study. Language Assessment Quarterly, 14(3), 213–233.
   Web of Science ®Google Scholar
• Satorra, A., & Bentler, E.M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C.C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399–419). Thousand Oaks, CA: Sage.
   Google Scholar
• Schreiber, J.B., Stage, F.K., King, J., Nora, A., & Barlow, E.A. (2006). Reporting structural equation modelling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–337.
   Web of Science ®Google Scholar
• Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.
   Google Scholar
• Shepard, L.A. (2019). Classroom assessment to support teaching and learning. The Annals of the American Academy of Political and Social Science, 683(1), 183–200.
   Web of Science ®Google Scholar
• Shute, V.J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
   Web of Science ®Google Scholar
• Smith, C.D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment literacy and student learning: The case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education, 38(1), 44–60.
   Web of Science ®Google Scholar
• Tian, J., & Low, G.D. (2012). To what extent are postgraduate students from China prepared for academic writing needed on UK master’s courses? Language, Culture and Curriculum, 25(3), 299–319.
   Web of Science ®Google Scholar
• Tuck, J. (2015). ‘That ain’t going to get you a professorship’: Discourses of writing and the positioning of academics’ work with student writers in UK higher education. Studies in Higher Education, 41(9), 1612–1626.
   Web of Science ®Google Scholar
• Tynjälä, P. (2001). Writing, learning and the development of expertise in higher education. In P. Tynjälä, L. Mason, & K. Lonka (Eds.), Writing as a learning tool. Integrating theory and practice (pp. 37–56). Dordrecht: Kluwer Academic Publishers.
   Google Scholar
• UNESCO. (2019). Global flow of tertiary-level students. Retrieved from http://uis.unesco.org/en/uis-student-flow
   Google Scholar
• Wang, S. (2016). An interpretation on guidelines on college English teaching. Foreign Language World, 174(3), 2–10.
   Google Scholar
• White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom-based assessment. OnCUE Journal, 3(1), 3–25.
   Google Scholar
• Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C.A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Wiliam, D. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. In H. Andrade & G. Cizek (Eds.), Handbook of formative assessment (pp. 18–40). New York, NY: Routledge.
   Google Scholar
• Wittek, A.L. (2018). Process of writing as mediational tool in higher education. Scandinavian Journal of Educational Research, 62(3), 444–460.
   Web of Science ®Google Scholar
• Xie, J. (2014). Challenges and opportunities for the pluricentric approach in ESL/EFL teaching: An empirical study of college English teaching in China. English Today, 30(2), 43–50.
   Web of Science ®Google Scholar
• Xu, Y., & Brown, G.T.L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162.
   Web of Science ®Google Scholar
• Xu, Y., & Brown, G.T.L. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133–158.
   Web of Science ®Google Scholar
• Xu, Y., & Harfitt, G. (2019). Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies. Asia-Pacific Journal of Teacher Education, 47(5), 472–486.
   Web of Science ®Google Scholar
• Xu, Y., & He, L. (2019). How pre-service teachers’ conceptions of assessment change over practicum: Implications for teacher assessment literacy. Frontier in Education: Assessment, Testing and Applied Measurement. doi:10.3389/feduc.2019.00145/full
   Google Scholar
• Zhan, Y. (2019). Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons. Assessment & Evaluation in Higher Education, 44(7), 973–986.
   Web of Science ®Google Scholar
• Zhang, L.J. (2013). Second language writing as and for second language learning. Journal of Second Language Writing, 22(4), 446–447.
   Web of Science ®Google Scholar
• Zhang, Z., & Zhou, G. (2010). Understanding Chinese international students at a Canadian university: Perspectives, expectations, and experiences. Comparative and International Education, 39(3), 43–58.
   Google Scholar
• Zhao, H. (2018). Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing. Assessment & Evaluation in Higher Education, 43(7), 1133–1145.
   Web of Science ®Google Scholar