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This book delves into the realm of Assessment for Learning (AfL) within English as a foreign language (EFL) classrooms in Chinese universities. It explores the viewpoints of both Chinese EFL teachers and learners regarding AfL practices, shedding light on how these practices are perceived, implemented, and contribute to the EFL learning experience. It considers the influence of contextual factors on assessment practices and their alignment with AfL principles, and examines sociocultural conditions, educational contexts, and individual factors in Chinese universities that shape assessment practices.
This book offers a nuanced understanding of Assessment for Learning practices, bridging research and practice and serves as a valuable resource for educators, researchers, and policymakers alike.
Inhaltsverzeichnis
Introduction.- Understanding Assessment for Learning.- The implementation of Assessment for Learning.- Research Design and Methodology.- Instrument Validation.- Practices and Values The Quantitative Exploration of AFL.- Challenges in Implementing AFL Teachers Perspective.- Challenges in Engaging in AFL Students Perspectives.- Discussion.- Conclusion.
Über den Autor / die Autorin
Xiaoming Molly Wu has a BA and MA in English Language and Culture from Renmin University of China, Beijing, China, and a Ph.D. in Education (Applied Linguistics & TESOL) from The University of Auckland, New Zealand. She is now an Associate Professor at the School of Foreign Studies at Chang’an University in Xi’an, China. Her research interests include classroom assessment, assessment literacy and capability as well as language testing. She has published research and reviews in SSCI and CSSCI journals such as
System, Assessing Writing,
Frontiers in Psychology,
Language Assessment Quarterly, and
Modern Foreign Languages. Lawrence Jun Zhang, PhD, is a past Post-doctoral Fellow at the Department of Education, Oxford University. He is now Professor of Applied Linguistics/TESOL and Associate Dean for the Faculty of Arts and Education, The University of Auckland, New Zealand. His major interests are in learner metacognition, the psychology of language learning and teaching, especially positive psychology, classroom assessment, and language teacher education, with particular reference to EFL reading/writing and ESP/EAP. He has published extensively along these lines in leading international journals, including
Applied Linguistics, Applied Linguistics Review, Assessing Writing, Modern Language Journal, Studies in Second Language Acquisition, TESOL Quarterly, System, Language Teaching Research, Metacognition and Learning, Perceptual and Motor Skills, among others. He was the sole recipient of the “Distinguished Research in TESOL Award” in 2011 for his article, “A dynamic metacognitive systems perspective on Chinese university EFL readers”, published in
TESOL Quarterly, 44(2). He is an immediate past Co-Editor-in-Chief for
System, serving on the editorial boards of seven international journals. In 2016 he was honoured with the recognition by the TESOL International Association (USA) with the award of “50@50”, which acknowledged “50 Outstanding Leaders” around the globe in the profession of TESOL at TESOL’s 50
th anniversary celebration in Baltimore, Maryland. In November 2016, he was successfully elected to the International TESOL Association’s Board of Directors. In the Stanford University Academic Rankings, he has been listed consecutively in the top 2% of Scientists in the World in Linguistics/Applied Linguistics/Language Education. His recent co-authored books include
真真真真真真真真真真真真真(A Study on Chinese EFL Learners’ Speaking Strategies: A Contemporary Language Assessment Theoretical Perspective, with W. Zhang, 2024, Tsinghua University Press), and
Classroom-based Assessment of Young EFL Learners: Teachers’ Conceptions and Practices in the Chinese Context, with Q. Yan, 2025, Springer Nature).
Zusammenfassung
This book delves into the realm of Assessment for Learning (AfL) within English as a foreign language (EFL) classrooms in Chinese universities. It explores the viewpoints of both Chinese EFL teachers and learners regarding AfL practices, shedding light on how these practices are perceived, implemented, and contribute to the EFL learning experience. It considers the influence of contextual factors on assessment practices and their alignment with AfL principles, and examines sociocultural conditions, educational contexts, and individual factors in Chinese universities that shape assessment practices.
This book offers a nuanced understanding of Assessment for Learning practices, bridging research and practice and serves as a valuable resource for educators, researchers, and policymakers alike.
