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When testing stakes are no longer high: impact on the Chinese College English learners and their learning
16 references·0 citing·34 second hop
When testing stakes are no longer high: impact on the Chinese College English learners and their learning (2020)When testing stakes are no longer high: i…Current Issues in English Language Teacher‐Based Assessment (2009)Current Issues in English Lan…The key to success: English language testing in China (2008)The key to success: English l…Rethinking Assessment in Higher Education (2007)Rethinking Assessment in High…THE SOCIAL TURN IN SECOND LANGUAGE ACQUISITION (2004)THE SOCIAL TURN IN SECOND LAN…The Social Turn in Second Language Acquisition (2003)The Social Turn in Second Lan…Approaches to learning (2003)Approaches to learningCommunities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeAssessment and Classroom Learning (1998)Assessment and Classroom Lear…Washback, impact and validity: ethical concerns (1997)Washback, impact and validity…The Chinese Learner: Cultural, Psychological, and Contextual Influences. (1996)The Chinese Learner: Cultural…Test impact revisited: washback effect over time (1996)Test impact revisited: washba…Asian journal of English language teaching (1996)Asian journal of English lang…Contrasting forms of understanding for degree examinations: the student experience and its implications (1991)Contrasting forms of understa…The Influence of Testing on the Curriculum (1988)The Influence of Testing on t…Up to the mark: A study of the examination game (1974)Up to the mark: A study of th…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)Stereotype threat and the intellectual test performance of African Americans. (1995)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Phenomenography ? Describing conceptions of the world around us (1981)Understanding Student Learning (1984)Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. (2004)Students’ perceptions about evaluation and assessment in higher education: a review (2005)THE COMPARATIVE EFFECTIVENESS OF WEB‐BASED AND CLASSROOM INSTRUCTION: A META‐ANALYSIS (2006)Current Perspectives on Teaching World Englishes and English as a Lingua Franca (2006)Alternative Approaches to Second Language Acquisition (2011)Identity, language learning, and social change (2011)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)The Alternatives in Language Assessment (1998)Modern language testing at the turn of the century: assuring that what we count counts (2000)The Negative Influences of Exam-Oriented Education on Chinese High School Students: Backwash from Classroom to Child (2011)Teaching For Quality Learning At University (1999)Culture and systems of thought: Holistic versus analytic cognition. (2001)The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)Understanding Student Differences (2005)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010)Rethinking models of feedback for learning: the challenge of design (2012)Making Sense of Assessment Feedback in Higher Education (2013)Variables associated with achievement in higher education: A systematic review of meta-analyses. (2017)Why Should I Share? Examining Social Capital and Knowledge Contribution in Electronic Networks of Practice1 (2005)Theorizing Language Teacher Identity: Three Perspectives and Beyond (2005)Metacognitive Instruction for Second Language Listening Development (2008)TBLT implementation and evaluation: A meta-analysis (2017)
this work references cited by second hop

References

  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1998Assessment and Classroom Learning8,952 cited
  • 1996The Chinese Learner: Cultural, Psychological, and Contextual Influences.1,464 cited
  • 2003Approaches to learning1,092 cited
  • 2007Rethinking Assessment in Higher Education1,066 cited
  • 2003The Social Turn in Second Language Acquisition786 cited
  • 1996Test impact revisited: washback effect over time356 cited
  • 1991Contrasting forms of understanding for degree examinations: the student experience and its implications334 cited
  • 1996Asian journal of English language teaching314 cited
  • 1988The Influence of Testing on the Curriculum314 cited
  • 2004THE SOCIAL TURN IN SECOND LANGUAGE ACQUISITION285 cited
  • 1974Up to the mark: A study of the examination game285 cited
  • 2008The key to success: English language testing in China259 cited
  • 2009Current Issues in English Language Teacher‐Based Assessment239 cited
  • 1997Washback, impact and validity: ethical concerns

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