ESL/EFL instructors’ classroom assessment practices: purposes, methods, and procedures

By Liying Cheng, Todd Rogers, Huiqin Hu. 2004

183 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/da7dbad1ef7a0b5c03c2afbf785d9ed8a52bd470

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Frank Giraldo
2. P. Rea‐Dickins
3. C. Leung
4. Tim McNamara
5. Kathryn Hill

In Language and Linguistics

1. Frank Giraldo
2. P. Rea‐Dickins
3. C. Leung
4. Tim McNamara
5. Kathryn Hill

Citations in the corpus

• Language Assessment Literacy: Implications for Language Teachers (2018, methodology): “A Core List of LAL for Language Teachers The proposed list is based upon three central components, introduced by Davies (2008), each with corresponding dimensions. Knowledge (three dimensions) reflects theoretical considerations such as the meaning of validity and reliability, two classical discussi”
• Classroom-based assessment: Possibilities and pitfalls (2007, background): “Cheng, Rogers, and Hu (2004) have also identified the complex and multifaceted roles that assessment Classroom-Based Assessment: Possibilities and Pitfalls 511”