Grading, Feedback, and Reporting in ESL/EFL Classrooms

Abstract

Grading, feedback, and reporting of student achievement are key elements that support learning. This article reports an interview study on a range of English as a Second or Foreign Language (ESL/EFL) teachers' classroom assessment practices at the tertiary level in Canada, Hong Kong, and China. The interviews focused on teachers' use of marking criteria, student involvement in classroom assessment decisions and activities, and reporting procedures. The results demonstrate how these teachers make day-to-day decisions in these three contexts, thus adding to our understanding of ESL/EFL classroom assessment practices.