Classroom Writing Assessment and Feedback in L2 School Contexts

Icy Lee is a professor at The Chinese University of Hong Kong, where she is currently serving as Chairperson of the Department of Curriculum and Instruction. She has taught English as a secondary school teacher in Hong Kong and served as an ESL instructor at Douglas College and Simon Fraser University in Vancouver, Canada. Before she joined The Chinese University of Hong Kong in 2007, she worked at the Institute of Language in Education (now the Education University of Hong Kong), Hong Kong Polytechnic University, Hong Kong Baptist University, and the University of Hong Kong. She is an internationally recognised expert on second language writing, best known for her work on feedback in L2 writing; her article “Understanding teachers’ written feedback practices in Hong Kong secondary writing classrooms” won the 2008 Journal of Second Language Writing Best Paper Award. She has delivered over 100 talks, including invited and plenary conference presentations in Brunei, China, Hong Kong, Japan, Korea, Taiwan, Thailand, Spain, the USA, and New Zealand. Her publications, numbering over 100 and comprising journal articles, book chapters and others, have appeared in more than 15 international journals in the fields of TESOL and teacher education, such as TESOL Quarterly, Journal of Second Language Writing, Language Teaching, and Teacher Education Quarterly. She has received several prestigious international awards, including the TESOL Award for Excellence in the Development of Pedagogical Materials (1999) and the TESOL Award for Excellence in Teaching (2010). She was previously Chair of the NNEST (Nonnative English Speakers in TESOL) Interest Section of the International TESOL Association, as well as former President of the Hong Kong Association for Applied Linguistics.

“This book is neatly organized and readable and provides L2 school teachers practical tips and suggestions on classroom writing assessment and feedback. … this book is not just about assessment and feedback; it actually deals with how to teach writing, where teaching, learning, feedback, and assessment are all connected.” (Fumie Togano, JALT Journal, Vol. 41 (2), November, 2019)“The book is a valuable resource, providing guiding principles and detailed procedures for effective classroom writing assessment, abundant examples of feedback forms, scoring rubrics, assessment sheets, evaluation forms, and a rich list of references. … It is well written with lucid language and it is easy to follow with uniform structure; for example, each chapter begins with an introduction of key terms and ends with a concise summary.” (Tarun Sarkar And Xiangdong Gu, tesol Quarterly, Vol. 52 (2), 2018)​

• 1 Introduction.- 2 Purpose, theory, and practice of classroom L2 writing assessment.- 3 Assessment for learning in the L2 writing classroom.- 4 Assessment as learning in the L2 writing classroom.- 5 Perspectives on feedback in L2 writing.- 6 Teacher feedback in L2 writing.- 7 Peer feedback in L2 writing.- 8 Portfolios in classroom L2 writing assessment.- 9 Technology in classroom L2 writing assessment and feedback.- 10 Classroom assessment literacy for L2 writing teachers.