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‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China
16 references·1 citing·49 second hop
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References

  • 1998Assessment and Classroom Learning9,919 cited
  • 2020Teaching and Assessing Intercultural Communicative Competence5,116 cited
  • 2010Inside the Black Box: Raising Standards through Classroom Assessment4,481 cited
  • 2021Teaching and Assessing Intercultural Communicative Competence3,160 cited
  • 2000The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom2,548 cited
  • 1981A Critical Theory of Adult Learning and Education2,329 cited
  • 2002Towards intercultural communicative competence in ELT831 cited
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  • 2001Developing Intercultural Competence in Practice385 cited
  • 2014Cross-national policy borrowing: understanding reception and translation355 cited
  • 2013Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field

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335 cited
  • 2010Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective225 cited
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    • 2023The Effectiveness of the Production-Oriented Approach to Enhance Adult Chinese EFL Learners’ Language Proficiency: A Comparative Study of Three Language Teaching Approaches17 cited