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Assessing the English language writing of Chinese learners of English / Liz Hamp-Lyons, Yan Jin, editors.

3030927628 electronic book
9783030927622 (electronic bk.)
303092761X
9783030927615

Cham, Switzerland : Springer, [2022]

English

1 online resource

10.1007/978-3-030-92762-2 doi

PE1068.C5 A87 2022

428.0071051

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 books 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.

Includes bibliographical references and index.

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Description based upon online resource; title from PDF title page (viewed June 13, 2022).

Print version: 9783030927615

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