Assessment purposes and procedures in ESL/EFL classrooms

Assessment purposes and procedures in ESL/EFL classrooms

• Cheng, Liying Queen's University, Canada
• Rogers, W. Todd University of Alberta, Canada
• Wang, Xiaoying Beijing Foreign Studies University, China

Assessment & Evaluation in Higher Education, 33(1), 9-32, 2008

Routledge

2008

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBA Teaching Objectives, Curriculum & Evaluation
• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests
• P Social Context of Education
  • PB Comparative Education

Student Evaluation Foreign Countries Evaluation Methods Teaching Methods English (Second Language) Second Language Learning Second Language Instruction Comparative Analysis Interviews College Faculty Teacher Attitudes Prior Learning Higher Education Canada Hong Kong China

• Canada
• Hong Kong
• China

• 1997.7 onwards

• Post-Secondary Education

University instructors' classroom assessments play a central role in and inevitably influence their teaching and their students' learning. This paper reports on a comparative interview study conducted in a range of three ESL/EFL university contexts in Canada, Hong Kong and China. Six major aspects of ESL/EFL classroom assessment practices were explored: instructors' assessment planning for the courses they taught, the relative weight given to course work and tests in their instruction, the type of assessment methods (selection vs. supply methods) that they used, the purposes each assessment was used for, the source of each method used, and when they used each method. University instructors were also asked to indicate what they saw as the advantages and disadvantages of the methods they used, and whether they took into account prior student knowledge when making decisions about what assessment methods to use. The findings contribute to a better understanding of ESL/EFL university instructors' classroom assessment practices at the tertiary level in a range of three ESL/EFL university teaching contexts.
[Copyright of Assessment & Evaluation in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02602930601122555]

Sponsoring Agency: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).

• English

Journal Articles

• 02602938

• 10.1080/02602930601122555

https://bibliography.lib.eduhk.hk/bibs/8cb29737

2010-09-06