Implementing Assessment for Learning (AfL) in Chinese university EFL classes
Teachers’ values and practices
Bibliographic Data
| ID | 11987677 |
|---|---|
| Authors | Xiaoming Molly Wu (0000-0001-9661-2762, Chang'an University), Long Jiang Zhang (0000-0003-1025-1746, University of Auckland, corresponding author), Helen Dixon (0000-0002-2850-2542, University of Auckland), Helen R Dixon |
| Year | 2021 |
| Volume | 101 |
| Pages | 102589-102589 |
| Publication date | 2021-07-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2021.102589 |
| OpenAlex | W3178282181 |
| Language | EN |
| Citations received | 16 |
| References cited | 47 |
Assessment for learning · Autonomy · Formative assessment · Government (linguistics · Language education · Learner autonomy · Linguistics · Mathematics education · Medical education · Pedagogy · Political science · Respondent · Sample (material · Educational Technology and Assessment · Medicine · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Promoting assessment for learning through dynamic assessment
Teacher beliefs about e-assessment for learning in English as a foreign language writing
The role of teacher patience in the implementation of assessment for learning (AfL)
Lifelong learning processes in professional development for online teachers during the Covid era
Implementing feedback literacy practices through self-assessment and peer feedback
Classroom assessment and learning motivation
Formative Assessment in Language Teaching at University Level
Language Assessment Courses
Unraveling University EFL Teachers’ Feedback Beliefs in Teaching English Argumentative Writing
Research mindset and practices in classroom assessment among secondary school EFL teachers
Exploring Chinese university EFL students’ perceptions of formative assessment
Rescoping language assessment literacy
Understanding assessment tasks
Language assessment literacy of professional language testers
Developing English teachers' language assessment literacy in an EAP reform context through test design
EFL teachers’ formative assessment literacy and developmental trajectories
Multivariate data analysis
Handbook of Formative Assessment
Classroom Writing Assessment and Feedback in L2 School Contexts
A socio‐cultural theorisation of formative assessment
Information Theory and an Extension of the Maximum Likelihood Principle
Developing the theory of formative assessment
Teacher assessment literacy
Model Selection and Multimodel Inference
A General Approach to Confirmatory Maximum Likelihood Factor Analysis
Fusing self-regulated learning and formative assessment
Classroom Applications of Research on Self-Regulated Learning
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Feedback and Self-Regulated Learning
A Review and Synthesis of the Measurement Invariance Literature
On the evaluation of structural equation models
Cutoff criteria for fit indexes in covariance structure analysis
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Formative assessment and the design of instructional systems
Formative Assessment in L2 Classroom in China
Nested contexts that shape assessment for learning
Informal formative assessment
The Practice of Survey Research
Selected Papers of Hirotugu Akaike
Assessment for learning
Developing a learning-centred framework for feedback literacy
Dominance of Anglo-American cultural representations in university English textbooks in China
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning
Teacher assessment literacy in practice
How teachers engage with Assessment for Learning
The Power of Feedback
Principles and Practice of Structural Equation Modeling
Formative assessment and self-regulated learning
Assessment Literacy for Teachers
Tests for Structural Equation Models
| Unique citing works | 16 |
|---|---|
| Citations per year | 4 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |