Peter Yongqi Gu
Biographic Data
| ID | 2747227 |
|---|---|
| NAME | Peter Yongqi Gu |
| GIVEN NAMES | Peter Yongqi |
| FAMILY NAME | Gu |
| SIGNATURE | GU P Y |
| AFFILIATIONS | Victoria University of Wellington |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Formative assessment for self-regulated learning
Generalized Mantel–Haenszel Estimators for Simultaneous Differential Item Functioning Tests
The Mantel–Haenszel estimator is one of the most popular techniques for measuring differential item functioning (DIF). A generalization of this estimator is applied to the context of DIF to compare items by taking the covariance of odds ratio estimators between dependent items into account. Unlike the Item Response Theory, the method does not rely on the local item independence assumption which is likely to be violated when one item provides clue…
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
An Argument-Based Framework for Validating Formative Assessment in the Classroom
The embedded and contingent nature of classroom-based formative assessment means that validity in the norm-referenced, summative tradition cannot be understood in exactly the same way for formative assessment. In fact, some scholars (e.g., Gipps, Beyond testing: towards a theory of educational assessment, 1994, Falmer Press, London, UK) have even contended for an entirely different paradigm with an independent set of criteria for its evaluation. …
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2.Aims. The paper reports on the reading strategies used by Singaporean primar…
Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John Biggs (1993). Analyses of think-aloud data revealed that successful pupils made more frequent use of de…
Fine Brush and Freehand
Two successful non-English-major EFL learners at Beijing Normal University took part in a think-aloud and an interview session, respectively, on how they handled vocabulary learning during and after reading. Results show that, like successful learners everywhere, these learners (a) saw vocabulary as but one aspect of language learning that needs to be integrated with language use, (b) demonstrated high levels of self-initiation and selective atte…
Fine Brush and Freehand
Two successful non-English-major EFL learners at Beijing Normal University took part in a think-aloud and an interview session, respectively, on how they handled vocabulary learning during and after reading. Results show that, like successful learners everywhere, these learners (a) saw vocabulary as but one aspect of language learning that needs to be integrated with language use, (b) demonstrated high levels of self-initiation and selective atte…
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2.Aims. The paper reports on the reading strategies used by Singaporean primar…
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
Formative assessment for self-regulated learning
Fine Brush and Freehand
Two successful non-English-major EFL learners at Beijing Normal University took part in a think-aloud and an interview session, respectively, on how they handled vocabulary learning during and after reading. Results show that, like successful learners everywhere, these learners (a) saw vocabulary as but one aspect of language learning that needs to be integrated with language use, (b) demonstrated high levels of self-initiation and selective atte…
Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John Biggs (1993). Analyses of think-aloud data revealed that successful pupils made more frequent use of de…
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2.Aims. The paper reports on the reading strategies used by Singaporean primar…
An Argument-Based Framework for Validating Formative Assessment in the Classroom
The embedded and contingent nature of classroom-based formative assessment means that validity in the norm-referenced, summative tradition cannot be understood in exactly the same way for formative assessment. In fact, some scholars (e.g., Gipps, Beyond testing: towards a theory of educational assessment, 1994, Falmer Press, London, UK) have even contended for an entirely different paradigm with an independent set of criteria for its evaluation. …
Generalized Mantel–Haenszel Estimators for Simultaneous Differential Item Functioning Tests
The Mantel–Haenszel estimator is one of the most popular techniques for measuring differential item functioning (DIF). A generalization of this estimator is applied to the context of DIF to compare items by taking the covariance of odds ratio estimators between dependent items into account. Unlike the Item Response Theory, the method does not rely on the local item independence assumption which is likely to be violated when one item provides clue…
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
Formative assessment for self-regulated learning
Psychology (7 works) · Mathematics education (6 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (3 works) · Pedagogy (3 works) · Second Language Acquisition and Learning (3 works) · Formative assessment (2 works) · Philosophy (2 works) · Reading and Literacy Development (2 works)