Titlebook: Assessing the English Language Writing of Chinese Learners of English; Liz Hamp-Lyons,Yan Jin Book 2022 Springer Nature Switzerland AG 202

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How Chinese College EFL Learners Use Source Material Across Different Integrated Writing Tasks : A C material in their writing, their source use frequency and source type differed in terms of comprehension, the borrowing of ideas, and gaining language and organizational support. From this, implications for the design of and further inquiries into integrated tasks were drawn.

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開(kāi)始從未

Assessment Training in the Use of Portfolios : Voices from Writing Teacherstfolio assessment respectively. Data were collected by an open-ended questionnaire, post-workshop individual interviews and reflection papers, and analysed by qualitative methods. Implications are drawn to suggest future directions of developing teacher assessment literacy in China and beyond.

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N. A. Todorov,D. C. Pavlov,K. D. Kostovbegins with an overview of the development of English writing assessment for Chinese learners of English over the past half century. This is followed by a discussion on the benefits of performance assessment and the inadequacy of task authenticity in large-scale writing assessments. A chapter-by-cha

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Food and Feed from Legumes and Oilseedsg performance. Given their significant differences in terms of the underlying assumptions about writing constructs and development, as well as the implications for essay rating processes, whether one type is superior to the other remains a contentious issue. However, to date only a few studies have

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https://doi.org/10.1007/978-1-4613-0433-3s’ performance in high-stakes international tests, particularly in terms of how integrated and discrete assessment may impact on their writing. This book chapter, therefore, aims to fill this gap by comparing Chinese and non-Chinese test takers’ responses in different writing tasks of PTE Academic i

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