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Jin, Yan; Hamp-Lyons, Liz – Assessment in Education: Principles, Policy & Practice, 2015
It is increasingly recognised that attention should be paid to investigating the needs of a new test, especially in contexts where specific purpose language needs might be identified. This article describes the stages involved in establishing the need for a new assessment of English for professional purposes in China. We first investigated…
Descriptors: English for Special Purposes, Foreign Countries, Stakeholders, Attitude Measures
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Sun, Youyi; Cheng, Liying – Assessment in Education: Principles, Policy & Practice, 2014
This study explores the meaning Chinese secondary school English language teachers associate with the grades they assign to their students, and the value judgements they make in grading. A questionnaire was issued to 350 junior and senior school English language teachers in China. The questionnaire data were analysed both quantitatively and…
Descriptors: Foreign Countries, Grading, Secondary School Teachers, English Teachers
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Chen, Qiuxian; May, Lyn; Klenowski, Val; Kettle, Margaret – Assessment in Education: Principles, Policy & Practice, 2014
The "College English Curriculum Requirements," announced by the Chinese Ministry of Education in 2007, recommended the inclusion of formative assessment into the existing summative assessment framework of College English. This policy had the potential to fundamentally change the nature of assessment and its role in the teaching and…
Descriptors: Foreign Countries, Formative Evaluation, Summative Evaluation, English (Second Language)
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Zhang, Ying; Elder, Catherine – Assessment in Education: Principles, Policy & Practice, 2014
This study investigates the impact of raters' language background on their judgements of the speaking performance in the College English Test-Spoken English Test (CET-SET) of China, by comparing the rating patterns of non-native English-speaking (NNES) teacher raters, who are currently employed to assess performance on the CET-SET, with those of…
Descriptors: Oral Language, Language Proficiency, Native Speakers, English
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Zhan, Ying; Andrews, Stephen – Assessment in Education: Principles, Policy & Practice, 2014
There is still limited understanding of the impact of high-stakes examinations on students' out-of-class learning. The current study attempts to fill this research gap by addressing this issue in the context of tertiary education in Mainland China. The study examines how far the revised College English Test Band 4 (CET-4) actually influenced…
Descriptors: Foreign Countries, High Stakes Tests, English (Second Language), Language Tests
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Luxia, Qi – Assessment in Education: Principles, Policy & Practice, 2007
High-stakes tests have been employed widely to engineer curriculum innovation, or achieve intended washback in education. But our understanding of the role of high-stakes tests as an agent for change is limited due to the small number of empirical studies available on this issue. This paper reports on a washback study which focuses on the writing…
Descriptors: Foreign Countries, Testing, Innovation, High Stakes Tests
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Peng, Wen Jung; Thomas, Sally M.; Yang, Xijie; Li, Jianzhong – Assessment in Education: Principles, Policy and Practice, 2006
This article describes the background and findings of a research project on school effectiveness and evaluation in one regional education authority in China. The study was the outcome of a China/UK academic link aiming to improve research capacity and the evaluation of educational quality in China, funded by the British Council in Beijing, on…
Descriptors: Foreign Countries, Educational Assessment, Evaluation Methods, Pilot Projects