A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA
The purpose of this study is to explore Chinese secondary EFL teachers’ comprehension and use of assessment, including formative assessment (FA) and summative assessment (SA). Assessment has a great impact on students’ learning. The role of FA for improving learning has been well documented (Black &...
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| Format: | Article |
| Language: | English |
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University of Kuningan and Association of Indonesian Scholars of English Education (AISEE)
2014-06-01
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| Series: | English Review: Journal of English Education |
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| Online Access: | https://journal.uniku.ac.id/index.php/ERJEE/article/view/98/59 |
| _version_ | 1811272110528528384 |
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| author | Huang Jian |
| author_facet | Huang Jian |
| author_sort | Huang Jian |
| collection | DOAJ |
| description | The purpose of this study is to explore Chinese secondary EFL teachers’ comprehension and use of assessment, including formative assessment (FA) and summative assessment (SA). Assessment has a great impact on students’ learning. The role of FA for improving learning has been well documented (Black & Wiliam, 1998, Hattie & Timperley, 2007, Shute, 2008; Wiliam et al., 2004) and teachers’ summative assessment practices also have the potential to positively influence students and teachers (Biggs, 1998; McMillan, 2003). Thanks to its value for learning and teaching, assessment has been emphasized in many national educational documents in China such as National English Curriculum Standards (MoE, 2001 & 2011). Yet little researches have been done so far to investigate how secondary EFL teachers in China understand and implement FA and SA. This study, via a qualitative and quantitative analysis of questionnaire questions, reveals some specific patterns in teachers’ understanding and application of assessment: their consistency and inconsistency with the discourse of mainstream assessment literature. The findings are expected to provide implication for development of professional teacher preparation program and teachers’ self-reflection. |
| first_indexed | 2024-04-12T22:34:23Z |
| format | Article |
| id | doaj.art-bd76df92ffa94e67b81c14fc607df8fb |
| institution | Directory Open Access Journal |
| issn | 2301-7554 2541-3643 |
| language | English |
| last_indexed | 2024-04-12T22:34:23Z |
| publishDate | 2014-06-01 |
| publisher | University of Kuningan and Association of Indonesian Scholars of English Education (AISEE) |
| record_format | Article |
| series | English Review: Journal of English Education |
| spelling | doaj.art-bd76df92ffa94e67b81c14fc607df8fb2022-12-22T03:13:54ZengUniversity of Kuningan and Association of Indonesian Scholars of English Education (AISEE)English Review: Journal of English Education2301-75542541-36432014-06-0122111123A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINAHuang Jian0Central University of Finance and Economics, Beijing, ChinaThe purpose of this study is to explore Chinese secondary EFL teachers’ comprehension and use of assessment, including formative assessment (FA) and summative assessment (SA). Assessment has a great impact on students’ learning. The role of FA for improving learning has been well documented (Black & Wiliam, 1998, Hattie & Timperley, 2007, Shute, 2008; Wiliam et al., 2004) and teachers’ summative assessment practices also have the potential to positively influence students and teachers (Biggs, 1998; McMillan, 2003). Thanks to its value for learning and teaching, assessment has been emphasized in many national educational documents in China such as National English Curriculum Standards (MoE, 2001 & 2011). Yet little researches have been done so far to investigate how secondary EFL teachers in China understand and implement FA and SA. This study, via a qualitative and quantitative analysis of questionnaire questions, reveals some specific patterns in teachers’ understanding and application of assessment: their consistency and inconsistency with the discourse of mainstream assessment literature. The findings are expected to provide implication for development of professional teacher preparation program and teachers’ self-reflection.https://journal.uniku.ac.id/index.php/ERJEE/article/view/98/59formative assessmentsummative assessmentsecondary EFL teachers |
| spellingShingle | Huang Jian A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA English Review: Journal of English Education formative assessment summative assessment secondary EFL teachers |
| title | A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA |
| title_full | A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA |
| title_fullStr | A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA |
| title_full_unstemmed | A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA |
| title_short | A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA |
| title_sort | probe into comprehension and use of assessment by secondary efl teachers in china |
| topic | formative assessment summative assessment secondary EFL teachers |
| url | https://journal.uniku.ac.id/index.php/ERJEE/article/view/98/59 |
| work_keys_str_mv | AT huangjian aprobeintocomprehensionanduseofassessmentbysecondaryeflteachersinchina AT huangjian probeintocomprehensionanduseofassessmentbysecondaryeflteachersinchina |