147 / 2018-07-13 09:28:52

A Survey of China's University-level Foreign Language Teachers' Assessment Literacy

assessment literacy; language assessment literacy; assessment practice; teacher professional development

全体主题 > 教师测评素养

With the influence of constructivism and socio-cultural perspectives of learning in recent years, teacher practice in classroom-based assessment and its effectiveness have emerged as a research interest in the field of language assessment. Teacher assessment literacy is the fundamental factor that contributes to effective practice of classroom-based assessment, due to the fact that the practices rely heavily on teachers’ knowledge and decision-making. This study surveyed the assessment literacy and assessment practices of Chinese university EFL teachers with self-developed questionnaire. The research finds that the surveyed teachers’ assessment literacy level is generally unsatisfactory; their assessment literacy levels could significantly predict their assessment practices; three factors have significant contributions to teachers’ assessment literacy level, including teachers’ pre-service training in assessment courses, their assessment-related research efforts, and their involvement in school-based test development. These findings shed light on the status quo of Chinese university EFL teachers’ assessment literacy and practices; they also have important implications for these teachers’ professional development in this respect.