Assessment and Instruction
Braund, H., DeLuca, C., Panadero, E., Cheng, L. (2021). Exploring Formative Assessment and Co-Regulation in Kindergarten through Interviews and Direct Observation. Frontiers in Education: Educational Psychology. https://doi.org/10.3389/feduc.2021.732373
Cheng, L., DeLuca, C., Yan, W., Braund, H., & Rassoli, A. (2020). Teachers’ Grading Decisions and Practices across Cultures: Exploring the Value, Consistency, and Construction of Grades across Canadian and Chinese Secondary Schools. Studies in Educational Evaluation, 67 https://doi.org/10.1016/j.stueduc.2020.100928
Cheng, L., DeLuca, C., Braund, H., & Yan, W. (2018). Grading policies in Canada and China: a comparative study. Comparative and International Education, 47(1). https://ir.lib.uwo.ca/cie-eci/vol47/iss1/5/
DeLuca, C., Braund, H., Valiquette, A., & Cheng, L. (2017). Grading policies and practices in Canada: A landscape study. Canadian Journal of Educational Administration and Policy, 184, 4-22.
https://journalhosting.ucalgary.ca/index.php/cjeap/issue/view/2990
Cheng, L., Yan, W., Mei, Y., & DeLuca, C. (2017). Grading policies in China: Are we assessing the learner or the learning? Assessment Matters, 11, 6-31. http://dx.doi.org/10.18296/am.0022
Cheng, L., & Sun, Y. (2015). Teachers’ grading decision-making: Multiple influencing factors and methods. Language Assessment Quarterly, 12, 213-233. https://doi.org/10.1080/15434303.2015.1010726
Cheng, L., Wu, Y., & Liu, X. (2015). Chinese university students’ perceptions of assessment tasks and classroom assessment environment. Language Testing in Asia, 5(13). https://doi.org/10.1186/s40468-015-0020-6
Sun, Y., & Cheng, L. (2014). Teachers’ grading practices: Meanings and values assigned. Assessment in Education, 21, 326-343. doi:10.1080/0969594X.2013.768207
Cheng, L. (2011). Supporting student learning: Assessment of learning and assessment for learning. In R. Grotjahn & G. Sigott (Series Eds.), Language testing and evaluation series: Classroom-based language assessment (Vol. 25, pp.191-203). Frankfurt, Germany: Peter Lang. https://www.peterlang.com/view/title/12649
Wang, X., & Cheng, L. (2010). Chinese EFL students’ perceptions of the classroom assessment environment and their goal orientations. In L. Cheng & A. Curtis (Eds.), English language assessment and the Chinese learner (pp. 202-218). New York, NY: Routledge. https://www.routledge.com/English-Language-Assessment-and-the-Chinese-Learner/Cheng-Curtis/p/book/9780415504782
Zhao, J., & Cheng, L. (2010). Exploring the relationship between Chinese students’ attitudes toward college English test and their test performance. In L. Cheng & A. Curtis (Eds.), English language assessment and the Chinese learner (pp. 190-201). New York, NY: Routledge.
Milnes, T., & Cheng, L. (2008). Assessment challenges, approaches, and decisions for teachers of ESL students in mainstream classes. TESL Canada Journal, 25(2), 49-65.
https://teslcanadajournal.ca/index.php/tesl/article/view/129
Cheng, L., Rogers, T., & Wang, X. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education, 33, 9-32. https://doi.org/10.1080/02602930601122555
Cheng, L., & Wang, X. (2007). Grading, feedback and reporting in ESL/EFL classrooms. Language Assessment Quarterly, 4, 85-107. https://doi.org/10.1080/15434300701348409
Rogers, T., Cheng, L., & Hu, H. (2007). ESL/EFL instructors’ opinions about assessment and evaluation. Canadian and International Education, 36(1), 39-61. https://doi.org/10.5206/cie-eci.v36i1.9088
Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods and procedures. Language Testing, 21(3), 360-389. https://doi.org/10.1191/0265532204lt288