Professor, Graduate Faculty
Phone: 613-533-6000 x 77431
Cheng, L. & Curtis, A. (2012). Test impact and washback: Implications for teaching and learning. In C. Coombe, B. O’Sullivan, P. Davidson, & S. Stoynoff (Eds.). Cambridge Guide to Second Language Assessment (pp. 89-95). Cambridge: Cambridge University Press.
Cheng, L. & DeLuca, C. (2011). Voices from test-takers: Further evidence for test validation and test use. Educational Assessment, 16(2), 104-122.
Cheng, L. (2011). Supporting student learning: assessment of learning and assessment for learning. In D. Tsagari & I. Csepes (Eds.).Classroom-Based Language Assessment. Language Testing and Evaluation Series (Volume 25) (pp.191-20), R. Grotjahn &. G. Sigott (series eds). Frankfurt: Peter Lang.
Han, H. & Cheng, L. (2011). Tracking the success of ESL students within the context of the Ontario Secondary School Literacy Test. Canadian and International Education Journal, 40(1), 76-96.
Doe, C., Cheng, L., Fox, J., Klinger, D., and Zheng, Y. (2011). What has experience got to do with it? An exploration of L1 and L2 OSSLT test takers’ feelings, perceptions of test performance, and alignment to classroom literacy activities. Canadian Journal of Education, 34(3), 68-85.
Zheng, Y., Klinger, D., Cheng, L., Fox, J., and Doe, C. (2011). Test-takers’ background, literacy activities, and their views of the Ontario Secondary School Literacy Test.Alberta Journal of Educational Research, 57(2), 115-136.
Song, X. & Cheng, L. (2011). Investigating primary English immersion teachers in China: background, instructional contexts, professional development, and perceptions. Asia-Pacific Journal of Teacher Education, 39(2), 97-112.
Cheng, L., Andrews, S. & Yu, Y. (2011). Impact and consequences of school-based assessment in Hong Kong: Views from students and their parents.Language Testing, 28(2), 221-250.
Cheng, L., Li, M., Kirby, J., Qiang, H. & Wade-Woolley, L. (2010). English language immersion and students’ academic achievement in English, Chinese, and mathematics.Evaluation & Research in Education, 23(3), 151-169.