References
- Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86, 8–21. doi:10.1177/003172170408600105
- Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7–74. doi:10.1080/0969595980050102
- Black, P., & William, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139–148.
- Bolton, K., & Kachru, B. B. (Eds). (2006). World Englishes: Critical concepts in linguistics (Vol. 3). London, UK: Routledge.
- Cai, J. (2012). The impact of CEFR on China’s foreign language teaching. China University Teaching, 34(6), 6–10.
- Fang, X., Yang, H., & Zhu, Z. (2008). Creating a unified scale of language ability in China. Modern Foreign Languages, 31, 380–387.
- Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk, & H. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge, UK: Cambridge University Press.
- Kachru, B. B. (2005). Asian Englishes: Beyond the canon. Hong Kong: Hong Kong University Press.
- Kunnan, A. J. (2010). Test fairness and Toulmin’s argument structure. Language Testing, 27(2), 183–189.
- Kunnan, A. J., & Jang, E. E. (2009). Diagnostic feedback in language assessment. In M. H. Long, & C. J. Doughty (Eds.), The handbook of language teaching (pp. 610–627). Oxford, UK: Wiley-Blackwell.
- Liu, J. (2015). Some thoughts on developing China Common Framework for English Language Proficiency. China Examinations, 25(1), 7–15.
- Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41, 315–348. doi:10.1017/S0261444808005028
- Popham, W. J. (2009). Assessment literacy for teachers: Faddish or Fundamental? Theory into Practice, 48, 4–11. doi:10.1080/00405840802577536
- Popham, W. J. (2014). Classroom assessment: What teachers need to know (7th ed.). Boston, MA: Allyn & Bacn.
- Shohamy, E. (2011). Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning. The Modern Language Journal, 76, 513–521. doi:10.1111/j.1540-4781.1992.tb05402.x
- Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83, 758–765. doi:10.1177/003172170208301010
- Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21–36. doi:10.1017/S0267190509090035
- Wang, L., Ye, X., Yan, M., Peng, Q., & Xu, D. (2015). Interpretation of key points in the National Quality Standard of Undergraduate Business English Teaching. Foreign Language Teaching and Research, 47, 297–302.
- Yang, H., & Gui, S. (2007). On establishing a unified Asian level framework of English language proficiency. Foreign Languages in China, 4, 34–37.