程李穎教授（博士）自2023年8月起獲委任為澳門城市大學教育學院院長。在此之前，程教授曾擔任加拿大女王大學教育學院教授兼評估與評價總監。她的研究興趣及發表著述主要為大規模測試的全球影響以及課堂評估、教學和學習之間的共生關係。這些研究都是來自於她作為考生、學生、教師和教師培育人員的經歷，以及她對使用評估來促進教學和學習的熱誠。程教授認為“用評估來促進教學和學習”是教育的最終目標。

程教授在內地完成基礎本科教育，及後於英國雷丁大學取得英語作為外語教學碩士學位，並在香港大學取得教育評估博士學位。程教授曾任香港公開大學（現香港都會大學）教育及語言學院助理教授。在2000年加入加拿大女王大學前，她在加拿大阿爾伯塔大學應用測量與評估研究中心及教育心理學範疇取得著名的基拉姆博士後獎學金 (1998-2020年)。程教授從事語言教育、教育評估、教育測量和教育心理學研究，這些跨學科和學科內研究和教育充分反映了她為何倡導建立教學、學習和測量生態系統。她的研究對象主要圍繞國際性教師、學生、家長、校長和政府政策制定者，她的研究涉及中小學基礎教育、高等教育以及移民、難民和公民的語言和文化多樣性人群。雖然這群體在研究中是代表性不足的人群，但研究測試及評估將會對他們的生活產生積極影響。

程教授的研究專案共獲得超過二百萬加元的國家研究經費支援，出版了超過一百七十本/篇書籍和文章，受邀出席二百六十場主題和學術會議進行演講；除此之外，她還與 50 多個國家和地區的教師和教師培育人員一起工作。程教授是少數同時獲得卓越研究獎和研究生指導獎的學者之一。她還建立不同的專業協會及擔任編輯委員積極參與語言測試相關事務。程教授是加拿大語言評估協會的聯合創始人兼執行官（主席）。目前，程教授是美國華盛頓特區應用語言學中心董事會主席，並擔任《亞洲語言測試》雜誌的高級顧問。程教授的研究旨在對語言和文化產生積極影響，因為它們關係到全球教育和社會的機會和公平性。她最新的研究項目是「學會熱愛學習：通過自我調節和評估使學生能獲得學習的自控感、責任感和自豪感」。

研究方向

語言教育

語言測試

教育評估

教育測量

教育心理學

研究及出版

Books

Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. London, UK: Palgrave McMillan. https://www.macmillanihe.com/page/detail/Assessment-in-the-Language-Classroom/?K=9781137464835

Cheng, L. (2013). Language classroom assessment. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).

Cheng, L., & Curtis, A. (Eds.). (2010). English language assessment and the Chinese learner. New York, NY: Routledge. https://www.routledge.com/English-Language-Assessment-and-the-Chinese-Learner/Cheng-Curtis/p/book/9780415504782

Cheng, L. (2005). Changing language teaching through language testing: A washback study. Cambridge, UK: Cambridge University Press. https://www.cambridge.org/cu/cambridgeenglish/catalog/teacher-training-development-and-research/changing-language-teaching-through-language-testing

Cheng, L., Watanabe, Y., & Curtis, A. (Eds.). (2004). Washback in language testing: Research contexts and methods.  Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9781410609731 https://www.taylorfrancis.com/books/e/9781410609731

Book Chapters

Cheng, L. & Sultana, N. (2022). Washback: Looking backward and forward. In Fulcher, G. & Harding, L. (Eds.). Routledge Handbook of Language Testing.Doi: 10.4324/9781003220756-12

Cheng, L., & Zheng, Y. (2021). Measuring anxiety. In P. Winke & T. Brunfaut (Eds.). Routledge Handbook of Second Language Acquisition and Language Testing (pp. 177-186). https://www.routledge.com/The-Routledge-Handbook-of-Second-Language-Acquisition-and-Language-Testing/Winke-Brunfaut/p/book/9781138490680

Cheng, L., & Im, G.-H. (2021). Translation of surveys for international research: Beyond equivalence. In G. Harbaugh & U. Luhanga (Eds.). Basic elements of survey research in education: Addressing the problems your advisor never told you about (pp. 219–236). Information Age Publishing, Inc. (IAP) https://www.infoagepub.com/products/Basic-Elements-of-Survey-Research-in-Education

Cheng, L., Im, G-H., & Jabeen, R. (2021). Whose English(es) are we assessing and by whom? In B. Lanteigne, C. Coombe., & J.D. Brown (Eds.), Challenges in language testing around the world: Insights for language test users (pp. 169-179). Singapore: Springer. https://www.springer.com/gp/book/9789813342316

Im, G.-H., Cheng, L., & Shin, D. (2020). Sociopolitical factors surrounding the rise and demise of the National English Ability Test (NEAT) in South Korea In S. Mirhosseini & P. De Costa (Eds.), The sociopolitics of English language testing (pp. 147–164). Bloomsbury Publishing.https://www.bloomsburycollections.com/book/the-sociopolitics-of-english-language-testing/

Refereed Journal Articles

Cheng, L., Baidoo-Anu, D., DeLuca, C. (2023). Understanding School Principal’s Conceptions of Assessment and Grading Practices. Alberta Journal of Educational Research, 69(1), 41-65 https://journalhosting.ucalgary.ca/index.php/ajer/

Baidoo-Anu, D., Rasooli, A., DeLuca, C. & Cheng, L., (2023). Conceptions of Classroom Assessment and Approaches to Grading: What do Teachers and Students Say? Education Inquiry. 10.1080/20004508.2023.2244136

McLeod, M. & Cheng, L. (2023). The Canadian English Language Proficiency Index Program (CELPIP) Test. Language Assessment Quarterly, 20(3), 339–352.  https://doi.org/10.1080/15434303.2023.2237487

Jones, D. M., Cheng, L., and Tweedie, M. G. (2023) Automated Scoring of Speaking and Writing: Starting to hit its stride. The Canadian Journal of Learning and Technology, 48(3). https://cjlt.ca/index.php/cjlt/article/view/28241

Lu, S., Cheng, L. & Chahine, S. (2022). Chinese University Students' Conceptions of Feedback and the Relationships with Self-regulated Learning, Self-efficacy and English Language Achievement. Frontiers in Education: Educational Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1047323/full

O'Sullivan, B. & Cheng, L. (2022). Lessons from the Chinese Imperial Examination System. Language Testing in Asia, 12:52 https://doi.org/10.1186/s40468-022-00201-5

Douglas, S., Landry, M., Doe, C., Cheng, L. (2022) English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University. TESL Canada, 39(1). https://doi.org/10.18806/tesl.v39i1/1373

Raudienė, I., Kaminskienė, L., & Cheng, L. (2022). The education and assessment system in Lithuania. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2022.2103516

Rasooli, A., DeLuca, C. & Cheng, L. (2022). Teacher Candidates’ Approaches to Grading and Assessment Conceptions: Implications for Teacher Education in Assessment. Educational Research for Policy and Practice https://link.springer.com/article/10.1007/s10671-022-09320-5

Braund, H., DeLuca, C., Panadero, E., Cheng, L. (2021). Exploring Formative Assessment and Co-Regulation in Kindergarten through Interviews and Direct Observation. Frontiers in Education: Educational Psychology. https://doi.org/10.3389/feduc.2021.732373

Cheng, L., DeLuca, C., Yan, W., Braund, H., & Rassoli, A. (2020). Teachers’ Grading Decisions and Practices across Cultures: Exploring the Value, Consistency, and Construction of Grades across Canadian and Chinese Secondary Schools. Studies in Educational Evaluation, 67 https://doi.org/10.1016/j.stueduc.2020.100928

Peng, Y., Yan, W., & Cheng, L. (2020). Hanyu Shuiping Kaoshi (HSK): A multi-level proficiency testing. Language Testing https://doi.org/10.1177/0265532220957298

Baldwin, S. & Cheng, L. (2020). Internationally Educated Nurses and the Canadian English Language Benchmark Assessment for Nurses: A Qualitative Analysis of Test-Taker Perceptions. Canadian Journal for Applied Linguistics, 23(2), 96-117. https://doi.org/10.37213/cjal.2020.30435

Wang, P., Strachan, A., Coetzee, K., Monteiro, S. & Cheng, L. (2020). Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis. Canadian Journal for Applied Linguistics, 23(2), 73-95. https://doi.org/10.37213/cjal.2020.30436

Cheng, L., Im, G.-H., Douglas, S., & Doe, C. (2020). Identifying English language use and communication challenges facing entry-level workplace immigrants in Canada. Journal of International Migration and Integration. https://doi.org/10.1007/s12134-020-00779-w

Douglas, S., Doe, C., & Cheng, L. (2020). The role of the interlocutor: Factors impeding workplace communication with newcomers from linguistically diverse backgrounds. Canadian Modern Language Review, 76(1), 31-49. https://utpjournals.press/doi/10.3138/cmlr.2018-0161