Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China

Autor/inn/en	Pu, Shi; Xu, Hao
Titel	Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China
Quelle	In: Asia-Pacific Education Researcher, 30 (2021) 6, S.553-561 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00605-6
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Case Studies; COVID-19; Pandemics; Teaching Methods; Teacher Attitudes; Distance Education; Online Courses; Instructional Design; Diaries; Evaluation Methods; Computer Assisted Testing; Foreign Countries; Educational Change; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Diary; Tagebuch; Ausland; Bildungsreform
Abstract	This paper reports on the results from a multiple-case study of how EFL school teachers in China coped with online assessment for 10 weeks caused by the COVID-19 pandemic. We looked into the online assessment practices of seven teachers from seven regions of China, through individual interview, teachers' journals, instructional designs for online teaching, and online classroom observation. The findings reveal that the participants went through a transition from neglecting assessment to overdoing assessment in their online teaching process. Whilst they used a range of online assessment methods, they did not systematically incorporate online assessment into their online curricula. Analysis shows that this issue is most likely to result from teachers' lack of understanding of the nature of online assessment as an intrinsic component of curriculum and a major means of enhancing students' learning. Implications will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01