Despite the call for using assessment to promote effective learning, most language teachers remain underprepared to conduct classroom-based formative assessment and interpret the summative assessment information for improving instruction as well as learning. Drawing upon a survey of programme and government documents, interviews, student assessment tasks, and teaching evaluation, this paper aims to explore the overall language assessment training landscape in five Hong Kong teacher education institutions against the backdrop of assessment reforms in primary/secondary school contexts. It specifically attempts to investigate the extent to which two assessment courses may facilitate and/or inhibit the development of pre-service teachers’ language assessment literacy in one teacher education institution. Findings indicate that language assessment training in Hong Kong remains inadequate and selected language assessment courses are still unable to bridge the theory- practice gap within the assessment reform context. Implications and recommendations for promoting language assessment literacy are discussed.
Carless, D. (2012). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York: Routledge. [ 详情收藏取消收藏
XiaodongXu、QingrongChen、Klaus-UwePantherYichengWu，2017，Influence of Concessive and Causal Conjunctionson Pragmatic Processing: Online Measures from Eye Movements and Self-Paced Reading[J]，《》，0-0。 [ 详情摘要收藏取消收藏
In investigations of the second-language writing process the aim of interviews and questionnaireshas often been to find shared difficulties among them. However，in practice some writers are moresuccessful than others. The aim of this study is to examine how some writers succeed in masteringscientific discourse in English，in a non-English speaking environment. Interviews were conductedwith 13 Japanese researchers: 5 junior，5 middle-ranking and 3 established. The analysis focusesnot only on their difficulties，but also on their strategies to cope with them. Findings show that identificationof their audience may distinguish established researchers from others. Another distinguishingcharacteristic seems to be their learning strategies，and these can be divided into two sets. Thefirst set focuses on reading academic texts in their field (subject knowledge-oriented) to learn typicalwriting patterns. This practice was adopted by all. The second involves giving direct attention tomastering English speakers’ language use (language-oriented strategies)，but these were employedby only 2 junior and 3 established researchers. The majority seems to prefer simply to cope with theirlimited English，because of time constraints; however，efforts to adopt the second type would appearto pay off in the long run.
关键词：Writing and learning strategies; Scientific research articles; Japanese researchers