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Tsagari, D., & Cheng, L. (2017). Washback, Impact, and Consequences Revisited. In E. Shohamy, I. G. Or, & S. May (Eds.), Language Testing and Assessment (3rd ed., pp. 359-372). Springer International Publishing.
https://doi.org/10.1007/978-3-319-02261-1_24

has been cited by the following article:

• TITLE: CSE-Informed Summary Writing as Criterion-Referenced Self-Assessment: Chinese EFL Students’ Engagement with Reading

  AUTHORS: Weiqiang Wang

  KEYWORDS: China’s Standards of English Language Ability (CSE), Criterion-Referenced Self-Assessment, Summary Writing, Reading Engagement, EFL Reading

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.16 No.5, October 27, 2026

  ABSTRACT: The paper explores Chinese undergraduates’ perceptions and experiences of CSE-informed summary writing used as a criterion-referenced self-assessment practice in the English as a foreign language (EFL) context. Thirty-nine sophomores majoring in International Business participated in the study. The data collected consist of student reflective journals and individual retrospective interviews. Results showed that the students reported greater cognitive, behavioral, and affective engagement with reading through completing successive summary-writing tasks. A set of factors were identified as affecting the learning effects of summary writing, including the synergy of summative and formative assessment elements, the workload of other assignments, the assessment formats, and the choice of reading materials. The study sheds light on how CSE-derived criteria were incorporated into summary writing to support criterion-referenced self-assessment and engagement with reading in the Chinese EFL context.