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Understanding chinese efl teachers' conceptions and practices of assessment implications for teacher assessment literacy development
Gan,Zhengdong1; Ieong,Sylvia S.L.1; Su,Yuanlian2; He,Jinbo1
2018
Source PublicationAustralian Review of Applied Linguistics
ISSN0155-0640
Volume41Issue:1Pages:4-27
Abstract

This paper reports on findings from an ongoing research project exploring Chinese EFL teachers’ conceptions of assessment and their classroom assessment practices, as well as to examine the relationship between these two. The sample for the study consisted of 107 EFL teachers from 18 secondary schools who completed a Chinese version of the Teachers’ Conceptions of Assessment inventory (Brown, Hui, Yu, & Kennedy, 2011) and the Classroom Assessment Practices Questionnaire modified from Assessment Practices Inventory (Zhang & Burry-Stock, 2003). This study found that Chinese EFL teachers strongly associated assessment as a means of improving students’ EFL learning’ with assessment as a means of cultivating positive moral and personal character contributing to students’ lifelong learning and good citizenship. Results also showed that although there existed some level of alignment of teaching and assessment in the classroom, traditional assessment practices rather than alternative assessment such as student self-assessment were seen by the EFL teachers as contributing to students’ learning and making individual and school accountable, which is potentially a matter of some concern if innovative assessment reform that avoids using mandated external examinations is to be carried out in the Chinese EFL classroom. Implications of the results for Chinese EFL teacher assessment literacy development are also discussed.

KeywordChinese Efl Teachers Classroom Assessment Practices Efl Teacher Assessment Literacy Development Efl Teacher Conceptions Of Assessment Student-centred Assessment
DOI10.1075/aral.17077.gan
URLView the original
Indexed By其他
Language英语
WOS Research AreaLinguistics
WOS SubjectLinguistics
WOS IDWOS:000447203000002
Fulltext Access
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Cited Times [WOS]:2   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorGan,Zhengdong
Affiliation1.University of Macau,Faculty of Education,Macao
2.Guangzhou University,School of Foreign Studies,China
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Gan,Zhengdong,Ieong,Sylvia S.L.,Su,Yuanlian,et al. Understanding chinese efl teachers' conceptions and practices of assessment implications for teacher assessment literacy development[J]. Australian Review of Applied Linguistics,2018,41(1):4-27.
APA Gan,Zhengdong,Ieong,Sylvia S.L.,Su,Yuanlian,&He,Jinbo.(2018).Understanding chinese efl teachers' conceptions and practices of assessment implications for teacher assessment literacy development.Australian Review of Applied Linguistics,41(1),4-27.
MLA Gan,Zhengdong,et al."Understanding chinese efl teachers' conceptions and practices of assessment implications for teacher assessment literacy development".Australian Review of Applied Linguistics 41.1(2018):4-27.
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