摘要：This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research *** method was tested on 54 students at a Chinese *** a 17-week experiment,the experimental group(EG)received the rubric and annotated samples,while the comparison group(CG)received only the rubric in *** sources included students’scores in the pre-test and post-test and *** findings indicated that the EG made significantly stronger progress than the CG in the *** results suggested that annotation-based rubric-referenced SSA can help students understand the task requirements,initiate their self-regulatory behaviors,and improve their self-assessment confidence,although students still wanted to receive assistance from teachers partly due to the Confucian-heritage culture settings in *** findings are discussed in terms of the design features of sample annotations within the framework of self-regulated learning(SRL),as well as the implications of using this method in the classroom.

摘要：Assessing student learning can be exceedingly challenging considering that as faculty we never really know what a student knows prior to entering our classroom and what value-added material has been assimilated during the academic quarter. This research paper introduces a self-assessment instrument that focuses on ten major finance topics and reports the results of the administration of the self-assessment tool for finance education at the undergraduate and graduate level in courses taught in the United States and abroad. Ten topics of importance to most finance curriculum design were selected as the focus topics. The research methodology employed uses a pre-/post- test comparison with ＂understanding＂ being measured on a five-point Lichert scale as implemented in five different fmanee courses. Significant measurable differences occurred in each of the courses using this finance assessment instrument with overall average improvement of understanding by the students as much as one entire point. For exarnple, 1.5 mean score for the pre-test and 2.4 mean score for the post -test for an introductory finance class at the undergraduate level in a college of business. Additional improvements were assessed in each of the courses surveyed.

摘要：Although passive listening （i.e., hearing language） may occur in some EFL classes through oral reading, oral presentations, or other oral forms, listening instruction is a relatively neglected skill in EFL teaching, and as a consequence, assessment of listening has received relatively limited coverage in the language testing literature. Interactive listening, based on the idea that listening is real-life communication, has been demonstrated to be a dimension of listening worth teaching. However, no successful classroom interactive listening teaching format has yet been reported, let alone assessed. Based on the models designed by previous researchers, an interactive listening teaching format was designed and trailed a university classroom intervention program in Beijing. In order to do this, it was necessary to construct an objective interactive listening assessment which could measure the listener＇s ability to： （a） negotiate meaning, and （b） to comprehend the speaker＇s messages （Macaro, 2003; Rost, 2002）. To verify its reliability and validity, a standard listening test, the types of negotiation, and selfassessment were also adopted. The results show that compared with traditional listening tests, this interactive listening assessment procedure evaluation of listeners＇ listening skills. provided a more comprehensive and objective