The unbearable lightness of the curriculum: what drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school?-Reference-Cited by-同舟云学术

The unbearable lightness of the curriculum: what drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school?

Published:2013-10-16 Issue:3 Volume:21 Page:286-305
ISSN:0969-594X
Container-title:Assessment in Education: Principles, Policy & Practice
language:en
Short-container-title:Assessment in Education: Principles, Policy & Practice

Author:

Gu Peter Yongqi

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/0969594X.2013.836076

Reference65 articles.

1. Tensions between validity and outcomes: teacher assessment of written work of recently arrived immigrant ESL students

2. High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis

3. Assessment trends in Hong Kong: seeking to establish formative assessment in an examination culture

4. Developing the theory of formative assessment

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