Assessing the English Language Writing of Chinese Learners of English (Hardcover)

Part I: Investigating Present Practice.- Introduction.-?Rating scale impact on the CET-4 Writing:?Amixed-methods?study; S. Zou.- The writing performance of Chinese test takers in PTE-Academic; Y. Chen.- To whom do I write? Chinese EFL test-takers' conceptualization and construction of their audience in the Aptis writing test; Y. Chen and X. Guan.- Strategy use and performance on writing for the GEPT; N. Li.- Validating a curriculum-based rating scale for a university-based writing assessment: The RUC-TWPE experience; L. Lium, L. Tian and G. Jia.- Construct validation of an integrated listening-to-write task in a high-stakes English proficiency test: A multi-dimensional analysis of register variation; Y. Hao and J. J. Fan.- Part II: New Directions.- Introduction.- Theory-based approach to academic writing assessment: A conceptual framework for assessment design and development; C. G. Zhao.- A new agenda in writing assessment: Combining argumentative writing pedagogy with critical thinking cultivation; X. Tang and F. Liu.- Source material use across different types of integrated writing tasks by Chinese college EFL learners: A comparative study; Y. Zhou.- Factors impacting upon writing teachers' feedback choices; J. Yang.- Error patterns of Secondary 3 students in Hong Kong; I. Lee.-? Assessment training in the use of portfolios: Voices from writing teachers; R. Lam.- The validation of a business English writing proficiency scale for Chinese EFL learners; L. Wang.- Applying the writing sub-scales of the China's Standards of English Language Ability to writing assessments in China; M. Pan.- Conclusion.