Principles for large-scale classroom-based teacher assessment of english learners' language: An initial framework from school-based assessment in Hong Kong

TESOL Quarterly

Volumn 43, Issue 3, 2009, Pages 524-530

  Hamp Lyons, Liz ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70350399870     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.1002/j.1545-7249.2009.tb00249.x     Document Type: Article

References (11)

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4. Davison, C. & Hamp-Lyons, L. (in press). The Hong Kong Certificate of Education: School-based assessment reform in Hong Kong English language education. In L.-Y. Cheng & A. Curtis (Eds.), English language assessment and the Chinese learner. New York: Routledge.
5. Hamp-Lyons, L. (2007). The impact of testing practices on teaching: Ideologies and alternatives. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching, (Vol. 1, pp. 487-504). Norwell, MA: Springer.
6. IBM. (2003). Strategic review of the public examination system: Final consultancy report. Hong Kong SAR, China: Examinations Authority.
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10. Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.
11. Yung, B. H. W. (2001). Examiner, policeman or students' companion: Teachers' perceptions of their role in an assessment reform. Educational Review, 53, 251-260.