Grading, feedback, and reporting in ESL/EFL classrooms

Grading, feedback, and reporting in ESL/EFL classrooms

• Cheng, Liying Queen's University
• Wang, Xiaoying Beijing Foreign Studies University

Language Assessment Quarterly, 4(1), 85-107, 2007

Routledge

2007

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Language Instruction Educational Evaluation English As A Second Language Esl Academic Grading Feedback Teachers Decision Making

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Grading, feedback, and reporting of student achievement are key elements that support learning. This article reports an interview study on a range of English as a Second or Foreign Language (ESL/EFL) teachers' classroom assessment practices at the tertiary level in Canada, Hong Kong, and China. The interviews focused on teachers' use of marking criteria, student involvement in classroom assessment decisions and activities, and reporting procedures. The results demonstrate how these teachers make day-to-day decisions in these three contexts, thus adding to our understanding of ESL/EFL classroom assessment practices.
[Copyright of Language Assessment Quarterly is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15434300701348409]

• English

Journal Articles

• 15434303

• 10.1080/15434300701348409

https://bibliography.lib.eduhk.hk/bibs/b6c59f3a

2010-11-24