References
- Assessment Reform Group (ARG) 2002. Assessment for learning: 10 principles. http://www.assessment-reform-group.org/CIE3.PDF (accessed January 11, 2007).
- Biggs, J. B. 1996. “Western misconceptions of the confucian-heritage learning culture.” In The Chinese learner: Cultural, psychological and contextual influences, edited by D. A. Watkins and J. B. Biggs, 45–68. Hong Kong: CERC and ACER.
- Black, P. C. Harrison, C. Lee, D. Wiliam Assessment for learning:Putting it into practice. Maidenhead:: Open University Press.
- Black, P., and D. Wiliam. 1998. “Assessment and classroom learning.” Assessment in Education: Principles, Policy & Practice 5: 7–75.
- Black, P., and D. Wiliam. 2005. “Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices.” Curriculum Journal 16(2): 249–261.
- Bloom, B.S.B.S. Bloom,andJ.T. Hastings,G.F Madaus,1971.Handbook on the formative and summative evaluation of student learning.New York, NY: McGraw-Hill
- Carless, D. 2009. “Trust, distrust and their impact on assessment reform.” Assessment & Evaluation in Higher Education 34(1): 79–89.
- Carless, D. 2011. From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. New York, NY: Routledge.
- Chen, Q. 2009. “The potential barriers to College English assessment policy change in China: A sociocultural perspective.” In Educational planet shapers: Researching, hypothesising, dreaming the future, edited by B. Garrick, S. Poed and J. Skinner, 115–126. Brisbane: Post Pressed.
- Cheng, L., and A. Curtis. 2009. English language assessment and the Chinese learner. New York, NY: Routledge.
- Cheng, L., T. Rogers, and H. Hu. 2004. “ESL/EFL instructors’ classroom assessment practices: Purposes, methods, and procedures.” Language Testing 21(3): 360–389.
- Cheng, L., W. T. Rogers, and X. Wang. 2008. “Assessment purposes and procedures in ESL/EFL classrooms.” Assessment & Evaluation in Higher Education 33(1): 9–32.
- Cheng, L., and X. Wang. 2007. “Grading, feedback, and reporting in ESL/EFL classrooms.” Language Assessment Quarterly 4(1): 85–107.
- China Ministry of Education (CMoE).1999. On 211 Project. http://www.moe.edu.cn/edoas/.website18/level3.jsp?tablename=724&infoid=5607 (accessed December 1, 2009).
- CMoE.2005. Second press conference. http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_746/200506/9506.html (accessed October 30, 2007).
- CMoE.2007. College English Curriculum Requirements [daxue yingyu kecheng yaoqiu]. http://www.moe.edu.cn/edoas/website18/info34295.htm [in Chinese] (accessed September 27, 2007).
- Davison, C. 2005. “The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools: Erratum.” Language Testing 22: 120–133.
- Davison,C. 2008, March. Assessment for learning: Building inquiry-oriented assessment communities. Paper presented at the 42nd annual TESOL Convention and Exhibition. International TESOL, April 2–5, 2008, in New York.
- Davison, C., and C. Leung. 2009. “Current issues in English language teacher-based assessment.” TESOL Quarterly 43: 393–415.
- Deng, C., and D. Carless. 2010. “Examination preparation or effective teaching: Conflicting priorities in the implementation of a pedagogic innovation.” Language Assessment Quarterly 7: 285–302.
- Gong, F., and J. Li. 2010. “Seeking excellence in the move to a mass system: Institutional responses of key Chinese comprehensive universities.” Frontiers of Education in China 5(4): 477–506.
- Han, M., and X. Yang. 2001. “Educational assessment in China: Lessons from history and future prospects.” Assessment in Education 8(1): 5–10.
- Ho, D. Y., S. Peng, and F. S. Chan. 2001. “Authority and learning in confucian-heritage education: A relational methodological analysis.” In Multiple competencies and self-regulated learning implications for multicultural education, edited by C. Chiu, F. Salili and Y. Hong, 29–48. Greenwich: IAP.
- Hu, D. 2001. “The globalisation of the English language: Reflections on the teaching of English in China.” International Education Journal 2(4): 126–33.
- Hu, G. 2002. “Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China.” Language, Culture and Curriculum 15(2): 93–105.
- Hume, A., and R. K. Coll. 2009. “Assessment of learning, for learning, and as learning: New Zealand case studies.” Assessment in Education: Principles, Policy & Practice 16(3): 269–290.
- Kettle, M. 2011. “Academic practice as explanatory framework: Reconceptualising international student academic engagement and university teaching.” Discourse: Studies in the cultural politics of education 32(1): 1–14.
- Klenowski, V. 2009. “Assessment for learning revisited: An Asia-Pacific perspective.” Assessment in Education: Principles, Policy & Practice 16(3): 263–268.
- Kunnan, A. J. 2005. “Language assessment from a wider context.” In Handbook of research in second language teaching and learning, edited by E. Hinkel, 779–794. London: Lawrence Erlbaum.
- Levinson,B.andM. Sutton2001. Introduction: Policy as/in practice – A sociocultural approach to the study of educational policy. In Policy as practice. Toward a comparative sociocultural analysis of educational policy. ed. B.A.U. Levinson and M. Sutton 1–22. Westport, CT: Ablex
- Levinson, B., M. Sutton, and T. Winstead. 2009. “Education policy as a practice of power.” Educational Policy 23(6): 767–795.
- Marshall, B., and M. J. Drummond. 2006. “How teachers engage with assessment for learning: Lessons from the classroom.” Research Papers in Education 21(2): 133–149.
- Meng, X., X. Cheng, R. Zhang, and Z. Chou. 1961. Book of Rites: Examples in China’s ancient educational history. Beijing: People’s Education Press.
- Merriam, S. B. 2009. Qualitative research: A guide to design and implementation. 2nd ed. San Francisco, CA: Jossey-Bass.
- Pryor, J., and B. Crossouard. 2008. “A socio-cultural theorisation of formative assessment.” Oxford Review of Education 34(1): 1–20.
- Qi, L. 2005. “Stakeholders’ conflicting aims undermine the washback function of a high-stakes test.” Language Testing 22: 142–173.
- Qiang, H., and Y. Kang. 2011. “English immersion in China as a case of educational transfer.” Frontiers of Education in China 6(1): 8–36.
- Richards, L. 2005. Handling qualitative data: A practical guide. London: Sage.
- Rogoff, B. 2003. The cultural nature of human development. Oxford: Oxford University Press.
- Scriven, M. 1967. “The methodology of evaluation.” In Perspectives of curriculum evaluation, edited by R. W. Tyler, 39–85. Chicago, IL: Rand McNally.
- Stobart, G. 2008. Testing times: The uses and abuses of assessment. New York, NY: Routledge.
- Tang, X. 2005. “CET 4/6 and college English curriculum evaluation.” Foreign Language Education (waiyu jiaxue) 26(1): 56–60.
- Torrance, H., and J. Pryor. 1998. Investigating formative assessment teaching, learning and assessment in the classroom. Buckingham: Open University.
- United Nations Educational, Scientific and Cultural Organization (UNESCO).2011.World data on education 2010/2011: People's Republic of China.http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/China.pdf (accessed September 10, 2012).
- Wang, J. 2007. “The college English test in China: Challenges and suggestions.” Asian Journal of English Language Teaching 17: 137–144.
- Wang, H. 2011. “Access to Higher Education in China: Differences in opportunity.” Frontiers of Education in China 6(2): 227–247.
- Wang, H., and L. Cheng. 2005. “The impact of curriculum innovation on the cultures of teaching.” The Asian EFL Journal Quarterly 7(4): 7–32.
- Wenger, E. 1998. Community of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.
- Wenger, E. 2000. “Communities of practice and social learning systems.” Organization 7(2): 225–246.
- Xu, Y., and Y. Liu. 2009. “Teacher assessment knowledge and practice. A narrative inquiry of a Chinese college EFL teacher’s experience.” TESOL Quarterly 43(3): 493–513.
- Yan, F. 2010. “Tensions within the changing Chinese Higher Education system.” Frontiers of Education in China 5(4): 473–476.
- Yin,R.K2003.Case study research: Design and methods. 3rd ed., Vol. 5. London, New Delhi: Sage.
- Zhang, R. 2004. “Using the principles of exploratory practice to guide group work in an extensive reading class in China.” Language Teaching Research 8(3): 331–345.
- Zhao, Y., and K. Campbell. 1995. “English in China.” World Englishes 14(3): 377–390.
- Zhu, W. Z. 1992. “Confucius and traditional Chinese education: An assessment.” In Education and modernization: The Chinese experience, edited by R. Hayhoe, 3–22. Oxford: Pergamon.