人文学院研究人员 - 谢琴博士
人文学院研究人员 - 谢琴博士
助理教授
语言学及现代语言系
My research is mainly in the area of language assessment and evaluation including the relationships between assessment and curriculum. I have published extensively on topics of assessment impact, test validity, test-taker perceptions, assessment of academic writing, diagnostic assessment, and language assessment literacy. My current grant projects concern source-based integrated writing and self-regulated learning. Interested students are welcome to email me to discuss the possibilities of supervision. Currently, I am supervising two doctoral students. I accept applications for both PhD and EDD programs.
Dr Xie is the recipient of over two million external research grants, including the prestigious General Research Fund (2021) and Early Career Scheme research grants (2015) in Hong Kong and a research grant (2021) from Duolingo English Test, US.
Dr Xie has been twice elected as Member-at-Large for the Asia Association of Language Assessment (AALA) in 2020 and 2022 and has served on the Executive Board of AALA for two terms.
She has also served as Associate Editor of the flagship international journal: Language Assessment Quarterly,section editor for Journal of Asia TEFL, and editorial board member of Language Assessment Quarterly, Language Education and Assessment, and rEFLections.
近三年作为第一作者或单一作者在国际期刊所发表的论文：
- Xie, Q. (Forthcoming). An online database of English assessment tasks for developing student teachers’ assessment literacy. International Journal of Mobile Learning and Organization (SSCI, SJR Q1, IF:4.452).
- Xie, Q., & Lei, Y. (2022). Diagnostic assessment of L2 academic writing product, process and self-regulation strategy use with a comparative dimension. Language Assessment Quarterly (SSCI, SJR Q1, IF:2.143), 19(3), 231-263
- Xie, Q. (2021). The role of parents in the school accountability system: Insights from a Hong Kong Case. Studies in Educational Evaluation (SJR, Q1, IF:1.983), Online first, 72, 110-124.
- Xie, Q. & Cui, Y. (2021). Preservice teachers' implementation of formative assessment in English writing class: Mentoring matters. Studies in Educational Evaluation (SJR Q1, IF:1.983), 70.
- Xie, Q. (2021). Enhancing preservice English language teachers’ assessment literacy through an online task bank. Journal of Education for Teaching (SJR Q1, IF:5.50). Online first.
- Xie, Q. & Yuan, J. T. (2020). English writing anxiety and preservice teachers’ written corrective feedback. Language Education and Assessment (ERIC), 3(2), 58-84.
- Xie, Q. (2020). Diagnosing linguistic problems in English academic writing of university students: An item bank approach. Language Assessment Quarterly (SSCI, SJR, Q1, IF:2.143), 17(2), 183-203.
- Xie, Q. (2019). Error analysis and diagnostic assessment of linguistic accuracy: Construct specification and empirical verification. Assessing writing (SSCI, SJR, Q1, IF:1,906), 41, 47-62.
- Xie, Q. & Tan, S. (2019). Preparing primary English language teachers: Focusing on language assessment literacy. Journal of Asia TEFL (SJR, Q1, IF:.698), 16(2), 653-73.
- Xie, Q. & Lei, Y. (2019). Implementing formative assessment in primary English writing classrooms: A case study from Hong Kong. The Asian EFL Journal (SJR, Q2, IF:.81) 23(5), 55-95.
与博士生共同出版：
- Wang, Y. M. & Xie, Q. (2022). Diagnostic assessment of discourse competence in L2 learners’ academic essays: A case study of two Chinese undergraduate students. Language Testing in Asia (SSCI, SJR Q1, IF:1.92).
- Wang, Y. M. & Xie, Q. (2022). Diagnosing EFL undergraduates’ discourse competence in academic writing. Assessing Writing (SSCI, SJR, Q1, IF: 1.906), 53, 100641.