Bridging Local Needs and National Standards: Use of Standards-Based Individualized Feedback of an In-House EFL Listening Test in China

Autor/inn/en	Min, Shangchao; Zhang, Juan; Li, Yue; He, Lianzhen
Titel	Bridging Local Needs and National Standards: Use of Standards-Based Individualized Feedback of an In-House EFL Listening Test in China
Quelle	In: Language Testing, 39 (2022) 3, S.425-452 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Min, Shangchao) ORCID (Zhang, Juan) ORCID (Li, Yue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322211070990
Schlagwörter	Language Tests; Listening Comprehension Tests; Second Language Learning; English (Second Language); National Standards; Feedback (Response); Foreign Countries; College Students; Self Evaluation (Individuals); Individualized Instruction; China + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Hörverstehensübung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Collegestudent; Individualisierender Unterricht
Abstract	Local language tests are an arena where national language standards can be operationalized to create a hub for integrating assessment results and language support. Few studies, however, have examined the operationalization of national standards in local language assessment contexts. In this study, we proposed a model to present the integration of national standards in local contexts to guide assessment, teaching, and learning. Using this model, we conducted a 5-month longitudinal study involving 689 college students to examine (1) the consistency between their internal and external assessment feedback (i.e., standards-based self-assessment ratings and standards-based individualized English as a Foreign Language [EFL] listening test feedback) and (2) the effectiveness of standards-based teaching intervention in enhancing their perceived and actual language development. The results showed that the test feedback generally aligned well with students' self-assessment and perceptions at the overall listening skill and subskill levels, yet student perceptions outlined needs for feedback refinements. In addition, the use of the standards-based individualized feedback, in conjunction with language support courses and practice materials, facilitated students' perceived and actual listening achievement. This study makes an important contribution to local language testing by demonstrating the potential of a local instrument to provide a bridge between local instructional goals and national standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01