What is missed out in EFL Assessing at Tertiary Level in China?
- Huijie Li
- Corresponding Author
- Huijie Li
Available Online July 2018.
- https://doi.org/10.2991/iserss-18.2018.37How to use a DOI?
- language education, EFL, tertiary level, assessment
- This paper aims to make an analysis on EFL assessing at tertiary level in China by putting it in a global assessment environment. The paper firstly introduces the root of assessment in education, i.e. three paradigms: positivist, interpretative and critical, and its philosophical underpinnings: ontology, epistemology, and methodology assumptions. The paper also makes term clarification of test, testing, assessment, and evaluation. Three models of language competence are presented in order to give description of EFL construct. The EFL assessing in China is mainly prescribed in the official document College English Curriculum Requirements. The frequently used test types and techniques are summarized in the paper as well. By comparing the Requirements and the test techniques with the previously mentioned assessing principle, it is expected to find out what is missed out in EFL assessing in China.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Huijie Li PY - 2018/07 DA - 2018/07 TI - What is missed out in EFL Assessing at Tertiary Level in China? BT - 2018 International Seminar on Education Research and Social Science (ISERSS 2018) PB - Atlantis Press SN - 2352-5398 UR - https://doi.org/10.2991/iserss-18.2018.37 DO - https://doi.org/10.2991/iserss-18.2018.37 ID - Li2018/07 ER -