Assessment planning within the context of university English language teaching (ELT) in China
Implications for teacher assessment literacy
Teacher assessment literacy (AL) is a concern for both educational assessment and teacher education research. As part of teacher AL, teacher competency of assessment planning has remained underexplored. To address this gap, this study explored how a group of 20 contest-winning university English teachers in China planned for assessment through qualitative analyses of their lesson plans and follow-up teacher interviews. The findings show that: (1) lesson plans include assessment-related components such as teaching objectives, student background, instruction-embedded assessment, and after-class assessment tasks; (2) their assessment planning is characterized by a clear understanding of learning goals, but an absence of rubrics and exemplars for performance assessments, over-reliance on groups as target of assessment, and inconsistencies between learning objectives and assessment tasks; and (3) their assessment planning was mainly intuitive and instruction-oriented. This paper concludes with a working model of assessment planning, and discusses a future research agenda for assessment planning.
Published online: 06 April 2017
American Federation of Teachers, National Council on Measurement in Education, & National Education Association (AFT, NCME, & NEA)
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Chinese Ministry of Education
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Cited by 4 other publications
Gan, Zhengdong, Sylvia S. L. Ieong, Yuanlian Su & Jinbo He
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