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Introduction1

Chapter 1 Assessment and Learning14

1.1 The relationships between assessment and learning14

1.2 Mastery Learning aligned with Psychometrics16

1.2.1 The objectives model of curriculum16

1.2.2 Psychometrics19

1.3 Learning as a process：Assessment as research22

1.3.1 The progressive philosophy of learning23

1.3.2 The reconstructionism philosophy of learning24

1.3.3 Curriculum design in learning as a process25

1.3.4 Teacher as researcher：What about assessment？27

1.4 Towards integrating assessment with instruction29

1.4.1 The invention of the formative concept30

1.4.2 Towards integrating assessment and instruction33

1.4.3 Behaviorist connections of the formative concept34

1.5 Integrating assessment with learning39

1.5.1 The constructivist claim39

1.5.2 AfL：Its ups and downs40

1.5.3 Advocating AfL43

1.6 Chapter summary and discussion48

Chapter 2 Re-conceptualization of the formative role of assessment51

2.1 Redefining the relationship between FA and SA52

2.2 Redefining FA and AfL：Two different visions56

2.3 The formative role of assessment：A double-edged sword59

2.4 Summary of the chapter61

Chapter 3 Assessment as a cybernetic system63

3.1 Revisiting the meta-disciplinary character of cybernetics64

3.2 Control and feedback67

3.3 The features of assessment as a cybernetic system69

3.3.1 Assessment as an open，probabilistic system69

3.3.2 Assessment as a complex system71

3.3.3 Assessment as a self-regulatory system72

3.3.4 The implications of assessment being a cybernetic system73

3.4 Linking Chinese philosophy to cybernetics76

3.4.1 The Yin-Yang Doctrine77

3.4.2 The Doctrine of the Mean80

3.4.3 Discussion81

3.5 Towards a cybernetic model of assessment82

3.5.1 Theoretical assumptions82

3.5.2 The model83

3.6 Chapter summary88

Chapter 4 Accommodating the cybernetic model in China’s assessment in education：A historical perspective90

4.1 The rationale and research methodology90

4.2 A cybernetic understanding of China’s assessment system93

4.2.1 Major themes in China’s ancient assessment history93

4.2.2 China’s assessment system since 194997

4.2.3 The EFL education100

4.3 Discussion113

4.3.1 Assessment：A control system113

4.3.2 Assessment：A non-deterministic system115

4.4 Chapter summary117

Chapter 5 Accommodating the model in classroom settings119

5.1 Cross-case analysis121

5.1.1 A general description of sources of data121

5.1.2 Unit of analysis126

5.1.3 Issue-based analyses128

5.2 Fitting the model in China’s EFL tertiary education168

5.3 Chapter summary169

Chapter 6 Winding up the research171

References178

Appendices191

Appendix 1a Letter of Consent （for the IOE courses）191

Appendix 1b Letters for informant review （some samples）192

Appendix 2 Sample session notes for Course 2/SPSS194

Appendix 3 Lecturer’s post-session email to CDD students195

Appendix 4 C1 Course materials197

Appendix 5 An investigative questionnaire for C1，C2，C3 and C4200