What is missed out in EFL Assessing at Tertiary Level in China?

DOI

10.2991/iserss-18.2018.37How to use a DOI?

Keywords

language education, EFL, tertiary level, assessment

Abstract

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.

Copyright

© 2018, 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  - Huijie Li
PY  - 2018/07
DA  - 2018/07
TI  - What is missed out in EFL Assessing at Tertiary Level in China?
BT  - Proceedings of the 2018 International Seminar on Education Research and Social Science (ISERSS 2018)
PB  - Atlantis Press
SP  - 138
EP  - 141
SN  - 2352-5398
UR  - https://doi.org/10.2991/iserss-18.2018.37
DO  - 10.2991/iserss-18.2018.37
ID  - Li2018/07
ER  -