The paper aims to investigate the following issues: (1) What is the performance of Chinese high school students in the Chinese language (CL) subject? How should the performance be classified into different levels? (2) In view of the performance levels, what should we pay attention to when designing test papers of CL subject for the National College Entrance Examination? Based on the "433" assessment model and the framework of crucial skills, we have developed seven sets of test papers to evaluate 2738 high school students in Beijing. The findings show that the key competencies of students' CL subject are measurable and can be classified into 3 levels. The data also reveals the features of different performance levels. Based on the findings, we suggest that when constructing CL test papers, efforts should be made to include more comprehensive texts, with more diversity in contexts, variety in question design and multi-dimensional measurements for different kinds of abilities.

Keywords: CL subject in high schools, key competencies of CL subject, assessment, performance levels

Literacy is one of the basic tasks for primary school students and it is greatly influenced by students' literacy involvement which comprises literacy interest, literacy strategy (instrumental and social strategies), and literacy efficacy. This study focuses on the development of primary school students' literacy involvement and its impact on literacy in different stages. Through a survey of 764 primary school students, the study found a growth tendency in students' literacy, but the development of literacy involvement was much more complicated. While literacy interest and instrumental strategies barely changed over the stages, literacy efficacy and social strategies were in decline. Meanwhile, literacy was mainly affected by literacy interest in the first stage but by literacy efficacy in the second and third stage literacy.

Keywords: literacy involvement, literacy, literacy strategy, literacy interest, literacy efficacy

The purpose of this paper is to explore the Chinese language competencies of primary school students in mainland China. Using the composite system of Chinese language competencies of primary school students we constructed, we have conducted a test on 1143 students from 15 primary schools in Beijing. Analyzed with Rasch model, the findings of the test can be summarized as follows: (1) of the three levels of competencies, students' competencies in creativity and innovation are significantly lower than their competencies in comprehension and practical application. (2) When it comes to the composite elements of the three different levels of competencies, the students perform relatively better in observation, communication, deduction, and problem solving. Competences in memory and information extraction are satisfactory. The students are relatively weak in analyzing and integrating ideas, in-depth comprehension, perspective expansion, and critical appreciation. (3) Compared with the fourth graders, the sixth grade students perform much better in problem solving and critical appreciation; though there is little difference in observation and communication. The performance of the sixth graders in other composite elements is slightly better than that of the fourth graders. The results of the study may serve as a reference guide for the diagnosis of Chinese teaching in primary schools and for the improvement of teaching practices.

Keywords: Rasch model, primary school students, Chinese language competency, testing and evaluation

This study investigates Singapore primary Chinese language teachers' assessment literacy. Language assessment literacy refers to teachers' knowledge about measurement practices and its application to classroom teaching (Inbar-Lourie, 2008; Malone, 2013; Stiggins, 2010; Taylor, 2009). Fulcher (2012) defines it as knowledge, skills and abilities required to design, develop, maintain or evaluate large-scale standardized and classbased tests. An increasing number of researchers have paid growing attention to the investigation of teachers' assessment literacy in recent years. Although there are studies about English and science teachers' assessment literacy in Singapore, few studies have been conducted to investigate Chinese language teachers'. This study was therefore designed to identify the training needs in assessment literacy among Singapore primary Chinese language teachers, using Fulcher's (2012) questionnaire. The purpose of the study is to provide information about their training needs in assessment knowledge and to inform the design of training materials and programmes.

Keywords: assessment literacy, Singapore primary Chinese Language teachers, test design and development, reliability and validity

Composition writing is a big challenge for many students. It is especially difficult for many Singaporean students who study Chinese as a second language. The difficulties involved fall into three major aspects: what to write, how to write, and how to write well. These difficulties can be further categorized into content, expression and technical use of writing skills respectively. While the problems may be reflected in the outcome (the written composition itself), it is the writing process that should be the focus of teaching intervention.
This paper tries to investigate students' acts in revising their writings as well as the intentions behind those acts. By comparing the intention and effect of each act, this paper aims to find out the basic revision patterns students used in their writing process and thereby come up with a template for peer review and selfrevision for students. Feasible teaching strategies to inspire deep learning will also
be proposed.

Keywords: process writing, act of revision, intention of revision, revision strategy

The competency of handling multi-source information, which entails cognitive and metacognitive competencies as well as integrated language ability, is essential in the contemporary society. To develop these competencies in students and to enhance teachers' integrated teaching quality, there is a need for intervention research. This study has designed a teaching kit within the "Framework for Multi-level Processing Competency of Multi-source Information". This new framework is developed from the existing framework of "Four Traits of Integrated Writing Competence", the "Four Traits" in which are also known as "Four Pillars" in the language education field in Hong Kong. We piloted the teaching kit with 36 teachers and 40 classes from 12 schools. About 1100 Secondary Four and Five students participated in the study. We offered necessary professional support to teachers throughout the pilot study. This paper summarizes teaching strategies adopted and school-based readjustments to the teaching kit. The performances of teachers and students are also described. Relevant instructional suggestions have been made based on the findings.

Keywords: multi-source information, integrated language ability, teaching kit, school-based adjustment, teaching strategy

Responding to students' writing is one of the most demanding tasks for language teachers. This study used a phenomenographic approach to examine Chinese language teachers' conceptions of feedback on writing in second language classrooms where the International Baccalaureate Diploma Programme (IBDP) is adopted. The research questions are: (1) What conceptions of feedback are held by teachers teaching Chinese as a second language in IBDP classrooms? (2) How do teachers' conceptions of feedback influence their written feedback practices? The primary data were collected through semi-structured interviews with 22 Chinese language teachers from 11 international schools in Hong Kong. Four increasingly inclusive categories emerged from the interview data, showing that teachers' conceptions of feedback were multilayered. Teachers conceptualized feedback as a dispensable part of writing assessment, a means of informing students of assessment results, a means of improving writing performance, and a means of empowering students to become autonomous writers. The instructional power of feedback depended heavily on teachers' perceived priorities in writing assessment. Changes in the focus of writing assessment led to differing approaches to feedback. Findings of this study suggest that teachers teaching the same curriculum in similar educational contexts may possess various levels of understanding of feedback. It seemed to teachers that responding to students' writing is a very goaloriented endeavor. Teachers' approaches to feedback determined the extent to which students take ownership of the process of writing assessment. Implications for teacher education are discussed.

Keywords: teacher conception, feedback, writing assessment, Chinese as a second language, phenomenography