Assessment Planning within the Context of University English Language Teaching (ELT) in China: Implications for Teacher Assessment Literacy

Autor/in	Xu, Yueting
Titel	Assessment Planning within the Context of University English Language Teaching (ELT) in China: Implications for Teacher Assessment Literacy
Quelle	In: Australian Review of Applied Linguistics, 39 (2016) 3, S.233-254 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
DOI	10.1075/aral.39.3.02xu
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Educational Objectives; Language Teachers; Qualitative Research; College Faculty; Lesson Plans; Teacher Attitudes; Professional Recognition; Student Characteristics; Student Evaluation; Teacher Education; Evaluation Methods; Foreign Countries; Interviews; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Educational objective; Bildungsziel; Erziehungsziel; Language teacher; Sprachunterricht; Qualitative Forschung; Fakultät; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Ausland; Interviewing; Interviewtechnik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01