Teachers’ involvement in high-stakes language assessment reforms: The case of Test for English Majors (TEM) in China
- 23 June 2020
- journal article
- research article
- Published by Elsevier BV in Studies in Educational Evaluation
- Vol. 66, 100898
- https://doi.org/10.1016/j.stueduc.2020.100898
Abstract
No abstract availableKeywords
This publication has 13 references indexed in Scilit:
- Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy SurveyLanguage Assessment Quarterly, 2019
- Coming to terms with innovative high-stakes assessment practice: Teachers’ viewpoints on assessment reformLanguage Testing, 2014
- Are Teacher Perspectives Useful? Incorporating EFL Teacher Feedback in the Development of a Large-Scale International English TestLanguage Assessment Quarterly, 2014
- The essentials of assessment literacy: Contrasts between testers and usersLanguage Testing, 2013
- A survey of English language testing practice in China: the case of six examination boardsLanguage Testing in Asia, 2013
- Assessing Integrated Writing Tasks for Academic Purposes: Promises and PerilsLanguage Assessment Quarterly, 2013
- Test for English Majors (TEM) in ChinaLanguage Testing, 2011
- The place of language testing and assessment in the professional preparation of foreign language teachers in ChinaLanguage Testing, 2010
- Using Mixed-Methods Sequential Explanatory Design: From Theory to PracticeField Methods, 2006
- A Systems Approach to Educational TestingEducational Researcher, 1989