Review of Lam (2005): Language Education in China. Policy and Experience from 1949

2010 ◽  
Vol 20 (2) ◽  
pp. 323-325
Author(s):  
Björn H. Jernudd
Keyword(s):  
Language Education ◽  
China Policy ◽  
Education In China

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Vol 43 (2) ◽  
pp. 150-168
Author(s):  
Peter Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Author(s):  
Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Author(s):  
Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

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