Chinese Abstracts

Articles in the same Issue

1. Frontmatter
2. Developing Assessment Literacy for Classroom-Based Formative Assessment
3. Assessment Literacy in a Better Assessment Future
4. Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong
5. Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey
6. A Tale of Two Teachers: Construction of Novice University English Teachers’ Assessment Identity
7. How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
8. Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy
9. Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy
10. A Difficulty-Informed Approach to Developing Language Assessment Literacy for Classroom Purposes
11. Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers
12. Chinese Abstracts