This book introduces the design and implementation of an assessment model for a new university-level English curriculum in China that aims at developing digital literacy skills. The assessment approach, embedded in the curriculum of an online modular course at Peking University, requires the students to conduct semester-long digital research projects in English in their major fields of study. Combining quantitative and qualitative methods, evaluation rubrics built around Content, Clarity, and Creative/Critical Thinking were developed, evaluated, and refined over three implementation cycles (eight semesters). The book presents a systematic assessment design framework, a set of effective rubrics for evaluating the digital research project, and authentic examples of written and multimedia presentations by Chinese students. Integrating assessment with instruction and technology, the book provides a valuable practical guide to digital literacy assessment for English education in the Outer and Expanding Circle contexts.

Auteur
Wei Zhang, PhD (Columbia University), is Professor of English in the English Department at Peking University, China. She has published internationally on topics including Chinese English, language and gender, and multilingual and digital literacy in journals such as Discourse & Society, Journal of Pragmatics, and World Englishes. She was a visiting professor at Nanyang Technological University, Singapore (2016). She currently serves on the editorial boards of Computers & Composition, Linguistic Research, and World Englishes.

Contenu
Chapter 1. Assessing English literacy in a digital age
1.1New goals for College English education in a digital age1.2Paradigm shift in assessment 1.2.1 Large-scale standardized English testing1.2.2 Towards educative assessment1.2.3 Emergent research on digital literacy assessment1.3Purpose of the study
Chapter 2. Designing Doing English Digital2.1 Achievement targets 2.2 Digital research project 2.2.1 Project description2.2.2 Design principles2.3 Constructivist online learning environment2.3.1 Online modules2.3.2 Online learning community2.4 Evaluation tools2.4.1 Checklists2.4.2 Evaluation rubrics2.5 Summary for Chapter 2
Chapter 3. Developing evaluation rubrics3.1 Phase I3.1.1 Designing evaluation rubrics3.1.2 Evaluating student presentations3.1.3 Analyzing evaluation results3.2 Phase II3.2.1 Revising evaluation rubrics3.2.2 Evaluating student presentations3.2.3 Analyzing evaluation results3.3 Phase III3.3.1 Refining evaluation rubrics3.3.2 Applying refined rubrics3.4 Summary for Chapter 3
Chapter 4. Evaluating the stability of rubrics4.1 Overall evaluation results4.2 Stability of rubrics4.2.1 Correlation tests4.2.2 Percentage agreement test4.2.3 Kappa test4.3 Summary for Chapter 4
Chapter 5. Evaluating the effectiveness of rubrics5.1 Accomplished exemplars5.1.1 Yue Yu's project presentations5.1.2 Siqi Yu's project presentations5.2 Promising exemplars5.2.1 Yangyang Xu's project presentations5.2.2 Fei Liu's project presentations5.3 Developing exemplars5.3.1 Hao Wu's project presentations5.3.2 Qin Liu's project presentations5.4 Summary for Chapter 5
Chapter 6. Discussion6.1 Summary of major findings6.2 Researcher reflections6.3 Future applications
References
Appendix A Yue Yu's written presentationAppendix B Yue Yu's PowerPoint slides