Cite
HARVARD Citation
Tsang, C. et al. (2022). Hong Kong secondary students' perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment. Language testing. pp. 212-238. [Online].
This is an interim version of our Electronic Legal Deposit Catalogue-eJournals and eBooks while we continue to recover from a cyber-attack.
Tsang, C. et al. (2022). Hong Kong secondary students' perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment. Language testing. pp. 212-238. [Online].