34.2052, TOC: Chinese Journal of Applied Linguistics (CJAL) 46 / 2 (2023)

[The LINGUIST List]

LINGUIST List: Vol-34-2052. Tue Jun 27 2023. ISSN: 1069 - 4875.

Subject: 34.2052, TOC: Chinese Journal of Applied Linguistics (CJAL) 46 / 2 (2023)

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Date: 16-Jun-2023
From: Katarzyna Grzegorek [Katarzyna.Grzegorek at degruyter.com]
Subject: Chinese Journal of Applied Linguistics (CJAL) Vol. 46, No. 2 (2023)


Publisher: De Gruyter Mouton
                        https://cloud.newsletter.degruyter.com/mouton

Journal Title: Chinese Journal of Applied Linguistics (CJAL)
Volume Number: 46
Issue Number: 2
Issue Date: 2023-08-06

Subtitle: Volume 46 Issue 2 - Developing Assessment Literacy for
Classroom-Based Formative Assessment Guest Editors: Peter Yongqi GU &
Ricky LAM

Main Text:

Developing Assessment Literacy for Classroom-Based Formative
Assessment
Peter Yongqi GU, Ricky LAM
pp. 155-161

Assessment Literacy in a Better Assessment Future
Susan M. Brookhart
pp. 162-179

Assessment Literacy: Changing Cultures, Enculturing Change in Hong
Kong
Chris Davison
pp. 180-197

Developing Classroom-Based Formative Assessment Literacy: An EFL
Teacher’s Journey
Jiayi LI, Peter Yongqi GU
pp. 198-218

A Tale of Two Teachers: Construction of Novice University English
Teachers’ Assessment Identity
Ling GAN, Ricky LAM
pp. 219-236

How Personal, Experiential, and Contextual Factors Mediate EFL
Teachers’ Conceptions of Assessment: A Narrative Study
Yueting Xu, Jiayu Chen, Liyi He
pp. 237-252

Teachers’ Qualitatively Different Ways of Experiencing Assessment
Feedback: Implications for Teacher Assessment Literacy
Rachel Goh, Kelvin Heng Kiat Tan
pp. 253-269

Peer Review Circles: The Value of Working in Triadic Groups and Oral
Observational Peer Feedback in the Development of Student Feedback
Literacy
Marie Yeo
pp. 270-288

A Difficulty-Informed Approach to Developing Language Assessment
Literacy for Classroom Purposes
Armin Berger
pp. 289-307

Understanding and Implementing Learning-Oriented Assessment: Evidence
>From Three Chinese Junior High School EFL Teachers
Ruijin Yang, Lyn May
pp. 308-325

Linguistic Field(s): Applied Linguistics




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