190 / 2018-08-14 21:41:53

Exploring the Use of Formative Assessment in Chinese Higher Education EFL Writing Instruction

Formative Assessment,EFL writing,higher education

全体主题 > 面向教学的语言测试与评价

Using ANOVA and cluster analyses, this study investigated how formative assessment strategies are used in Chinese higher education EFL writing instruction. The focus was on the formative assessment categories of sharing standards, eliciting information, providing feedback, self/peer assessment and purposes for assessment. Three hundred and sixty-two teachers participated in the survey and twelve of them were interviewed. The results indicated that teachers’ formative assessment use doesn’t reach a high level in Chinese higher education EFL writing instruction. Six background variables contributed to teachers’ formative assessment use and clustering. Further, class size, curriculum, the number of lessons, teachers’ energies, large scale high stakes examination, teachers’ writing assessment literacy and attitude were found to constrain teachers’ use of formative assessment in Chinese higher education EFL writing instruction. Theoretical and practical implications were discussed finally.