总序
Preface
前言
Abstract
Chapter 1 An Introduction
1.1 An Assessment Policy Change in a Changing Climate
1.2 Background
1.2.1 A changing climate
1.2.2 EFL education in an era of globalization
1.2.3 College English, the tertiary EFL education, in a changed context
1.3 Context
1.3.1 Cultural context
1.3.2 Disciplinary context
1.4 Methodology
1.4.1 Research questions
1.4.2 A sociocultural perspective
1.4.3 A case study approach
1.4.4 Data and sources
1.4.5 Analysis
1.5 Outline
Chapter 2 Case Study One: Key University (KU)
2.1 Institutional Level Responses
2.1.1 Profile
2.1.2 Changes to the institutional assessment policy
2.1.3 Discussion
2.2 Teacher Level Responses
2.2.1 Teacher profiles
2.2.2 Teacher perceptions
2.2.3 Teacher understandings of the policy change
2.2.4 Assessment practices and procedures as enacted by the teachers
2.2.5 Discussion
2.3 Student Level Responses
2.3.1 Student Profiles
2.3.2 Student perceptions
2.3.3 Assessment practices and procedures as experienced by the students
2.3.4 Student responsive behaviours
2.4 Summary
Chapter 3 Case Study Two: Non-Key University (NKU)
3.1 Institutional Level Responses
3.1.1 Profile
3.1.2 Changes to the institutional assessment policy
3.1.3 Discussion
3.2 Teacher Level Responses
3.2.1 Teacher profiles
3.2.2 Teacher perceptions
3.2.3 Teacher understandings of the policy change
3,2.4 Assessment practices and procedures as enacted by the teachers
3.2.5 Discussion
3.3 Student Level Responses
3.3.1 Student profiles
3.3.2 Student perceptions
3.3.3 College English assessmenf as experienced by the students
3.3.4 Student responsive behaviours
3.3.5 Discussion
3.4 Summary
Chapter 4 Cross-case Analysis
4.1 Institutional Approaches to the Policy Change
4.1.1 Interpreting formative assessment
4.1.2 Weightings for process assessment
4.1.3 Flexibility allowed to teachers
4.1.4 The positioning of CET4 at the institutional level
4.2 Teachers' Understandings of the Assessment Policy Change
4.2.1 Awareness of the formative assessment initiative
4.2.2 Awareness of the changed status of CET4
4.2.3 Training and professional knowledge
4.2.4 Understanding formative assessment
4.2.5 The role of CET4
4.3 Teachers' Assessment Practices
4.3.1 Alignment of process assessment practice to the institutional polio
4.3.2 Assessment for formative purposes
4.3.3 Engagement with CET4
4.4 Students' Understandings of the Assessment Change
4.4.1 Awareness of the incorporation of process assessment
4.4.2 Awareness of the changed status of CET4
4.4.3 Understanding of process assessment
4.4.4 The roles of CET4
4.5 Students' Responses to the Assessment Change
4.5.1 Experience of process assessment
4.5.2 Formative assessment
4.5.3 Responses to CET4
4.6 Discussion
4.7 Summary
Chapter 5 From the Situated Community of Practice
5.1 Communities of Practice
5.2 Negotiated Meaning of Process Assessment
5.3 Factors Mediathing Teacchers' Negotiation of Meaning
5.3.1 Process assessment policy
5.3.2 Professional training in assessment
5.3.3 Teacher' prior experience
5.3.4 A demand for objectivity in assessment practices
5.3.5 Teacher/student relationship
5.4 Factors Mediating Students' Negotiation of Meaning
5.4.1 Students' prior experience
5.4.2 Focus on summative outcomes
5.4.3 Uses and Consequences
5.4.4 Developing a new identity as learners
5.5 Conclusion
Chapter 6 Implications
6.1 National level policy
6.1.1 Policy representation
6.1.2 Training
6.2 Institutional level policy
6.2.1 Policy delivery
6.2.2 Policy imple

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