Overview
- Guides the strategic thinking of the reform of English writing assessment in China
- Presents directions for the future of English writing assessment in Chinese contexts
- Explores best practices in assessing English as a second language writing in greater China
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Table of contents (14 chapters)
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Front Matter
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Large-Scale English Writing Assessment for Chinese Learners of English
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Front Matter
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Research and Practice of English Language Writing Assessment in China
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Front Matter
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Back Matter
Keywords
- Advances in understanding of writing assessment
- Chinese learners of English
- Large-scale assessment of English writing
- Writing in English as a foreign language
- Chinese EFL test-takers
- Academic writing assesment
- GEPT
- RUC-TWPE
- CET-4
- Writing teachers' feedback choices
- China’s Standards of English Language Ability
About this book
This book focuses on the assessment of English language writing in China mainland, the territories of Hong Kong and Macau, and Taiwan. The first part of the book describes how writing in English has been assessed in Chinese contexts in the past 25 years, and how it continues to be assessed at present. The second part of the book presents reports of work such as formative classroom-based assessment, feedback-based or feedback-led approaches, learning-oriented assessment, portfolios, as well as the important issue of teacher professional development in writing assessment. This two-part division relates to and reflects what has been happening in writing assessment internationally, in the UK from the 1940s, and in the US in the past 25 years.
The use of English for international business communication, for international political negotiations and its rapidly increasing use as a medium of instruction in some subject areas has led to a rapid increase in the numbers of Chinese L1 speakers who are learning and being assessed in English. This is often done with an emphasis on reading and writing. The vast majority of assessments of English language writing are done through large-scale direct testing that uses simple prompts/tasks and short writing samples. This book explores best practices in assessing the writing in English of native speakers of Chinese.
Assessing the English Language Writing of Chinese Learners of English edited by long-time experts Liz Hamp-Lyons and Yan Jin clearly demonstrates the authors’ collective years of writing and teaching about writing assessment. The book’s 13 chapters, written by recognized experts in assessment of Chinese speakers learning English, represent a wide array of important topics written in reader friendly language and offering evidence for pedagogical practices as well as high-stakes testing of writing. Teachers, researchers, administrators of writing programs in China, and test developers who seek counsel about this population need look no further than to add Assessing the English Language Writing of Chinese Learners of English to their reading list.
Deborah Crusan, Wright State University, USA
Editors and Affiliations
About the editors
Bibliographic Information
Book Title: Assessing the English Language Writing of Chinese Learners of English
Editors: Liz Hamp-Lyons, Yan Jin
DOI: https://doi.org/10.1007/978-3-030-92762-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-030-92761-5Published: 25 May 2022
Softcover ISBN: 978-3-030-92764-6Published: 25 May 2023
eBook ISBN: 978-3-030-92762-2Published: 24 May 2022
Edition Number: 1
Number of Pages: XXX, 254
Number of Illustrations: 1 b/w illustrations
Topics: Language Education, Assessment, Testing and Evaluation, Language Teaching