University English teacher assessment literacy: A survey-test report from China

Xu, YT; Brown, Gavin

doi:10.58379/uzon5145

Cited by 24 publications

(6 citation statements)

References 34 publications

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“…When the impact of the teachers' demographic characteristics is examined, it is revealed that no significant effect is found on the teachers' LAK according to their gender, level of experience, the BA program being graduated, whether having a BA, MA, and PhD degree, working at a private or a state school, the educational level of the workplace whether primary, middle, or high school, taking a language assessment course in pre-service education, and attending professional development programs. These findings support the results of other studies regarding gender, years of experience, educational background in different educational contexts (Büyükkarcı, 2016;Jannati, 2015;Öz & Atay, 2017;Xu & Brown, 2017). On the other hand, a contradiction is displayed in a study in terms of the effect of the type of the institution being private or state and experience level by Farhady and Tavassoli (2018).…”

Section: Discussion Conclusion Recommendationssupporting

confidence: 88%

“…Their analysis regarding the needs and practices showed that the context of assessment, teachers' training experiences, assessment practices, and needs in knowledge and training contributed to EFL teachers' LAL development. Xu and Brown (2017) investigated Chinese EFL teachers' assessment literacy and its relationship with their experience, trainings, educational background, and gender. Thus, Chinese EFL teachers' assessment literacy was poor because of inadequate trainings in pre-and in-service education, not bearing a grounded criterion for assessment literacy, and lack of quality standards for assessment practices.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring Language Assessment Knowledge of In-Service English Language Teachers in K-12 Context

SATGUN,

AŞIK

2023

Journal of Teacher Education and Lifelong Learning

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Language Assessment Literacy (LAL) is recognized as a crucial literacy skill that English language teachers should continually enhance. More research is needed to investigate the levels of LAL and Language Assessment Knowledge (LAK) of language teachers in a variety of different contexts. Notably, there is a scarcity of studies within the K-12 contexts in the existing literature. In response to this gap, the present study delves into the LAL levels of in-service English teachers within the K-12 educational context in Türkiye. The data were collected with the Language Assessment Knowledge Scale (LAKS) from 202 in-service English teachers working at primary, middle, and high school levels. The results of the analyses revealed that the teachers’ LAK in general was notably high. The teachers’ knowledge level in assessing reading and speaking was significantly high while they had significantly lower levels of knowledge in assessing writing and listening. Regarding the effect of the demographic factors on LAK, no significant difference was found. Based on the results, pedagogical implications are made for the teachers and policy makers.

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Section: Discussion Conclusion Recommendationssupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Exploring Language Assessment Knowledge of In-Service English Language Teachers in K-12 Context

SATGUN,

AŞIK

2023

Journal of Teacher Education and Lifelong Learning

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“…He also called for teachers' professional development programs that address the need for raising awareness in teachers' assessment literacy. Several other studies correlate with the same result (Alkharusi, 2011;Malone, 2013;Xu and Brown, 2017).…”

Section: Discussionsupporting

confidence: 74%

“…In a recent study in China, Xu & Brown (2017) administered an adaptive version of the Teacher Evaluation Literacy Questionnaire to Chinese university English teachers (n = 891) to explore their levels of assessment literacy. The results showed the base level of AL in a particular dimension with limited demographic impact.…”

Section: Related Studiesmentioning

confidence: 99%

Examining Language Assessment Literacy for Saudi Pre-service EFL Teachers

Elhussein¹,

Khalil²

2023

WJEL

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Teacher assessment skills include knowledge of assessment methods and techniques, the ability to interpret assessment results, and the ability to use assessment to tailor teaching strategies to student needs. The present study examines non-native Teaching English as a Foreign Language (TEFL) pre-service teachers' awareness of students’ assessment. The study also investigates whether studying a course in assessment significantly impacts pre-service teachers' assessment literacy. To answer the research questions, an online test was administered to 52 pre-service teachers who are seniors at Majmaah University. The collected data were analyzed descriptively and inferentially with the aid of IBM SPSS version 22. The results revealed that non-native pre-service TEFL teachers have a low level of assessment literacy. Despite the overall weak performance in the test, the participants showed strength in some of the standards for teachers’ competence. They revealed a high capability of choosing and developing appropriate assessment methods. On the other hand, pre-service teachers possessed little awareness about their ability to implement students’ test results to adjust the curriculum or make better instructional decisions. Based on the study results, institutions may consider adding more assessment courses to the TEFL study plan or adopting some of the existing curricula and extending it to include all the assessment skills needed for creating qualified teachers. Designing a careful professional development training program for EFL faculty members is another important recommendation of the present study. Finally, future research in the field is needed for planning and implementing training programs to improve teachers’ assessment skills.

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“…(5) Teachers are able to adjust teaching content and methods based on assessment results [29] and effectively assess students' learning outcomes [30] , thereby stimulating students' learning motivation and interest in the teaching process [31] . (6) The demographic characteristics of Chinese university English teachers may influence their performance in assessment literacy [32] . Through the above analysis, we can observe that teachers' assessment literacy is an indispensable part of the teaching process and one of the important factors that directly affect the improvement of teaching quality and students' learning outcomes [33] .…”

Section: An Overview Of Teachers' Assessment Literacymentioning

confidence: 99%

A Survey and Analysis of Assessment Literacy among College Foreign Language Teachers in China: A Positive Psychology Perspective

Han

2024

erd

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In the current realm of college foreign language education, the diversification of students’ learning needs underscores the necessity of effectively implementing 'assessment for learning' via assessment practices, thereby presenting fresh demands for the enhancement of assessment literacy among college foreign language instructors. Based on positive psychology, this study took some college foreign language teachers from Henan Province of China as the research subjects, explored the current status and existing problems of their assessment literacy through questionnaires and interviews, and analyzed the constraints hindering the enhancement of their assessment literacy. Additionally, to further investigate the effectiveness of positive psychology interventions in enhancing their assessment literacy, the researcher conducted two rounds of classroom observations involving a comparative analysis of pre- and post-intervention assessments to investigate the impact of post-intervention assessments on various aspects such as teaching quality, students’ learning outcomes, as well as their personality traits. The results revealed that positive assessment and feedback from college foreign language teachers can contribute to shaping students’ positive personality traits, igniting their motivation and potential for learning, and ultimately enhancing teaching effectiveness. Through assessment practices, genuine efforts can be made to implement assessment for learning, ultimately promoting students’ comprehensive development.

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University English teacher assessment literacy: A survey-test report from China

Cited by 24 publications

References 34 publications

Exploring Language Assessment Knowledge of In-Service English Language Teachers in K-12 Context

Exploring Language Assessment Knowledge of In-Service English Language Teachers in K-12 Context

Examining Language Assessment Literacy for Saudi Pre-service EFL Teachers

A Survey and Analysis of Assessment Literacy among College Foreign Language Teachers in China: A Positive Psychology Perspective

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