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ERIC Number: EJ876371
Record Type: Journal
Publication Date: 2007
Pages: 23
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1543-4303
Grading, Feedback, and Reporting in ESL/EFL Classrooms
Cheng, Liying; Wang, Xiaoying
Language Assessment Quarterly, v4 n1 p85-107 2007
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. (Contains 3 footnotes and 10 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; China; Hong Kong