Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning

Zhao, H orcid.org/0000-0002-9502-4763 and Zhao, B (2020) Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning. Language Teaching Research, 27 (3). pp. 765-793. ISSN 1362-1688

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Authors/Creators:
Copyright, Publisher and Additional Information: © This is an open access article under the terms of the Creative Commons Attribution License (CC-BY 4.0), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.
Keywords: assessment criteria, Chinese EFL contexts, community of practice, constructive alignment, sustainable self-assessment, the CEFR
Dates:
  • Accepted: 19 July 2020
  • Published (online): 10 August 2020
  • Published: 10 August 2020
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 19 Oct 2020 14:00
Last Modified: 24 Nov 2023 11:00
Status: Published
Publisher: SAGE Publications
Identification Number: https://doi.org/10.1177/1362168820948458
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