“Assessment for Learning” in UK Higher Education and its Implications for Foreign Language Teaching in China

DOI

10.2991/icsste-15.2015.260How to use a DOI?

Keywords

UK; higher education; Assessment for Learning (AfL); Foreign Language Teaching (FLT); feedback

Abstract

In order to advance EFL students’ all-round development and enhance life-long learning, changes to assessment practices in Chinese higher education need to be made. By learning from best practice in UK higher education institutions, Chinese universities should adopt and put more emphasis on Assessment for Learning (AfL), a process in which educators identify and diagnose student learning problems, and provide quality feedback to students on how to improve, instead of relying solely on summative techniques.

Copyright

© 2015, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Li Li
AU  - Guo Qingzhu
PY  - 2015/04
DA  - 2015/04
TI  - “Assessment for Learning” in UK Higher Education and its Implications for Foreign Language Teaching in China
BT  - Proceedings of the 2015 International Conference on Social Science and Technology Education
PB  - Atlantis Press
SP  - 1043
EP  - 1045
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsste-15.2015.260
DO  - 10.2991/icsste-15.2015.260
ID  - Li2015/04
ER  -