Abstract
Conducted in the context of college students’ acquisition of academic literacy, defined as the ability to “use, manipulate, and control language and cognitive abilities for specific purposes and in specific contexts” (Van Dyk and Van de Poel in J Lang Teach 47: 56, 2013), this study investigated a group of Hong Kong students’ perceptions of the continuous in-class assessment tasks in their academic English writing classrooms. In addition to the perceived summative elements of the continuous assessment, the students were positive about its learning potential in that the continuous assessment facilitated their learning and self-regulation. Pedagogical implications concerning the design and implementation of continuous assessment tasks are discussed with a view to building a fruitful relationship between its summative and formative elements in similar contexts as described in the study.
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Acknowledgements
The research reported here is supported by a research grant from the Research Grants Council, Hong Kong (Ref. UGC/FDS14/H08/14).
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Ma, J. (2019). Hong Kong College Students’ Perceptions of Continuous Assessment in the Context of Academic Literacy Instruction. In: Reynolds, B.L., Teng, M.F. (eds) English Literacy Instruction for Chinese Speakers. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-6653-6_16
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DOI: https://doi.org/10.1007/978-981-13-6653-6_16
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