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Jiuliang Li

Beijing Institute of Fashion Technology, China

 

Abstract

The China’s Standards of English Language Ability (CSE) is developed to serve as a guide for English language teaching in China. Assessment for learning (AFL) serves as an alternative assessment approach that maximizes student learning. They are closely linked in the sense that both claim to serve the needs of teaching and learning. Just as AFL practices in China are generally lacking, so is CSE in need of more research for use in educational context. In this paper, I describe a two-semester intervention at a Chinese university where I attempt to use a CSE-based scoring rubric in combination with the major AFL activities to foster development of writing skills of students who learn English as a foreign language (EFL) in the college English class. After a review of the related literature, I describe the context in which I implemented the project that incorporated CSE rubric into major AFL activities, i.e. peer/self-assessment, and how I implement AFL guided pedagogical activities. Based on the evidence collected in the interim, a temporary conclusion is drawn that the students, as well as the teacher researcher, reap benefits from the intervention project. Finally, I give some suggestions for future exploration.

 

Keywords

Assessment for learning, China’s Standards of English Language Ability, rubric, peer/selfassessment, EFL writing