Dr Qiaozhen Yan has obtained a BA in English Language and Culture and an MA in Foreign Language Linguistics and Applied Linguistics from Chongqing University, China, and a PhD in Education (Applied Linguistics & TESOL) from The University of Auckland, New Zealand. She is a lecturer of English Applied Linguistics at the School of Foreign Languages and Cultures at Chongqing University, China. Her research interests include classroom-based assessment, assessment of young language learners, language teacher cognition, as well as teacher professional development. She has published research and reviews in SSCI- and CSSCI-indexed journals such as Language Testing, The Asia-Pacific Education Researcher, Language Teaching Research, Frontiers in Psychology, System, and Foreign Languages in China. Lawrence Jun Zhang, PhD, is a past Post-doctoral Fellow at the Department of Education, Oxford University. He is Professor of Applied Linguistics/TESOL and Associate Dean of the Faculty of Arts and Education, University of Auckland, New Zealand. His major interests are in learner metacognition, the psychology of language learning and teaching, teacher assessment literacy, with particular reference to EFL reading/writing and ESP/EAP. He has published extensively along these lines in leading international journals, including Applied Linguistics, Modern Language Journal, Studies in Second Language Acquisition, TESOL Quarterly, Computers and Education, among others. He was the sole recipient of the “Distinguished Research in TESOL Award” in 2011 for his article, “A dynamic metacognitive systems perspective on Chinese university EFL readers”, published in TESOL Quarterly, 44(2). He is Co-Editor-in-Chief of System and serves on the editorial boards of seven international journals. In 2016, he was honoured with the recognition by the TESOL International Association (USA) with the award of “50@50”, which acknowledged “50 Outstanding Leaders” around the globe in the profession of TESOL at TESOL’s 50th anniversary celebration in Baltimore, Maryland. In November 2016, he was successfully elected to the International TESOL Association’s Board of Directors. In the Stanford University Rankings, he has been listed in the top 2% of Scientists in the World in the disciplinary areas of Linguistics/Applied Linguistics.

• Introduction.- Understanding Classroom based Assessment.- Language Teachers Conceptions of Classroom-based Assessment.- Methodology.- Teachers Conceptipons and Practices of CBA Insights from the Survey Study.- Teachers CBA Practices at Natural Classroom Settings and Underlying Rationales Insights from the Survey Study.- Discussion.- Summary, Implications, Limitations and Recommendations.- Appendixes.

Dr Qiaozhen Yan has obtained a BA in English Language and Culture and an MA in Foreign Language Linguistics and Applied Linguistics from Chongqing University, China, and a PhD in Education (Applied Linguistics & TESOL) from The University of Auckland, New Zealand. She is a lecturer of English Applied Linguistics at the School of Foreign Languages and Cultures at Chongqing University, China. Her research interests include classroom-based assessment, assessment of young language learners, language teacher cognition, as well as teacher professional development. She has published research and reviews in SSCI- and CSSCI-indexed journals such as Language Testing, The Asia-Pacific Education Researcher, Language Teaching Research, Frontiers in Psychology, System, and Foreign Languages in China. Lawrence Jun Zhang, PhD, is a past Post-doctoral Fellow at the Department of Education, Oxford University. He is Professor of Applied Linguistics/TESOL and Associate Dean of the Faculty of Arts and Education, University of Auckland, New Zealand. His major interests are in learner metacognition, the psychology of language learning and teaching, teacher assessment literacy, with particular reference to EFL reading/writing and ESP/EAP. He has published extensively along these lines in leading international journals, including Applied Linguistics, Modern Language Journal, Studies in Second Language Acquisition, TESOL Quarterly, Computers and Education, among others. He was the sole recipient of the “Distinguished Research in TESOL Award” in 2011 for his article, “A dynamic metacognitive systems perspective on Chinese university EFL readers”, published in TESOL Quarterly, 44(2). He is Co-Editor-in-Chief of System and serves on the editorial boards of seven international journals. In 2016, he was honoured with the recognition by the TESOL International Association (USA) with the award of “50@50”, which acknowledged “50 Outstanding Leaders” around the globe in the profession of TESOL at TESOL’s 50th anniversary celebration in Baltimore, Maryland. In November 2016, he was successfully elected to the International TESOL Association’s Board of Directors. In the Stanford University Rankings, he has been listed in the top 2% of Scientists in the World in the disciplinary areas of Linguistics/Applied Linguistics.

• Introduction.- Understanding Classroom based Assessment.- Language Teachers Conceptions of Classroom-based Assessment.- Methodology.- Teachers Conceptipons and Practices of CBA Insights from the Survey Study.- Teachers CBA Practices at Natural Classroom Settings and Underlying Rationales Insights from the Survey Study.- Discussion.- Summary, Implications, Limitations and Recommendations.- Appendixes.

Dr Qiaozhen Yan has obtained a BA in English Language and Culture and an MA in Foreign Language Linguistics and Applied Linguistics from Chongqing University, China, and a PhD in Education (Applied Linguistics & TESOL) from The University of Auckland, New Zealand. She is a lecturer of English Applied Linguistics at the School of Foreign Languages and Cultures at Chongqing University, China. Her research interests include classroom-based assessment, assessment of young language learners, language teacher cognition, as well as teacher professional development. She has published research and reviews in SSCI- and CSSCI-indexed journals such as Language Testing, The Asia-Pacific Education Researcher, Language Teaching Research, Frontiers in Psychology, System, and Foreign Languages in China. Lawrence Jun Zhang, PhD, is a past Post-doctoral Fellow at the Department of Education, Oxford University. He is Professor of Applied Linguistics/TESOL and Associate Dean of the Faculty of Arts and Education, University of Auckland, New Zealand. His major interests are in learner metacognition, the psychology of language learning and teaching, teacher assessment literacy, with particular reference to EFL reading/writing and ESP/EAP. He has published extensively along these lines in leading international journals, including Applied Linguistics, Modern Language Journal, Studies in Second Language Acquisition, TESOL Quarterly, Computers and Education, among others. He was the sole recipient of the “Distinguished Research in TESOL Award” in 2011 for his article, “A dynamic metacognitive systems perspective on Chinese university EFL readers”, published in TESOL Quarterly, 44(2). He is Co-Editor-in-Chief of System and serves on the editorial boards of seven international journals. In 2016, he was honoured with the recognition by the TESOL International Association (USA) with the award of “50@50”, which acknowledged “50 Outstanding Leaders” around the globe in the profession of TESOL at TESOL’s 50th anniversary celebration in Baltimore, Maryland. In November 2016, he was successfully elected to the International TESOL Association’s Board of Directors. In the Stanford University Rankings, he has been listed in the top 2% of Scientists in the World in the disciplinary areas of Linguistics/Applied Linguistics.

• Introduction.- Understanding Classroom based Assessment.- Language Teachers Conceptions of Classroom-based Assessment.- Methodology.- Teachers Conceptipons and Practices of CBA Insights from the Survey Study.- Teachers CBA Practices at Natural Classroom Settings and Underlying Rationales Insights from the Survey Study.- Discussion.- Summary, Implications, Limitations and Recommendations.- Appendixes.