Cheng, Liying and Xiaoying Wang. 2007.

"Grading, Feedback, and Reporting in ESL/EFL

Classrooms." Language Assessment Quarterly, 4(1): 85-107.

 Assessments, feedback and communication of student progress support learning

through motivation.
 This study to analyze the importance of classroom assessment was conducted in
Canada, Hong Kong and China.
 The value judgments made by teachers when evaluating are often not fair to them.
 Feedback can be obtained if students are informed of their progress in the
classroom at all times.
 Presenting the results to the students in a way that they can understand and use
them is absolutely necessary.
 Assessments, feedback, and communication of learner progress
 Are directly proportional to their learning.
 The study seeks to understand and compare response patterns in three different L1
language contexts.
 Interviews with 74 university ESL/ EFL teachers in the three countries.
 Analysis of: Development and choice of classroom assessment methods,
assessment and scoring of academic performance, communication of grades,
impact of external tests, education and training of classroom assessments.
 Characteristics of those evaluated: Teachers had a higher technical level in all
countries, each with elements that contribute to the best results in the study.
 Teachers repaired their own grading criteria.
 Teachers in all three countries use analytical scores for their ease of
standardization and objectivity.
 Offering methods: require students to produce their own answers, Selection
methods: require students to choose from among several answers provided.
 The turnaround time for student evaluations was between 3 to 4 weeks.
 Each country and teacher took their assessment criteria and knew how to analyze
the results.
 Students in the case of Hong Kong were able to appeal the grades, in Canada half
of the teachers did so, in China they were able to file complaints but not with an
established process.
 This process helped to give transparency to the grading and feedback system, with
comments and follow-ups after the evaluations.
 The study showed that teachers focus more on student errors.
 The practices of most teachers were correct and benefited the students.
 The study has a good degree of validity, it contains supported data but does not
take into account many things, such as the didactic methodologies of each country.