Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study
After the outbreak of the COVID-19 pandemic, distance teaching brought on unforeseen challenges around the world, including classroom-based assessment practice. However, little attention has been paid to teachers’ assessment practice and their identity as assessor in the new teaching situation. This...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2023-12-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231216617 |
| _version_ | 1797389115809857536 |
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| author | Siyuan Shao |
| author_facet | Siyuan Shao |
| author_sort | Siyuan Shao |
| collection | DOAJ |
| description | After the outbreak of the COVID-19 pandemic, distance teaching brought on unforeseen challenges around the world, including classroom-based assessment practice. However, little attention has been paid to teachers’ assessment practice and their identity as assessor in the new teaching situation. This study examines Chinese K-12 in-service EFL teachers’ assessment practice and their identity as assessor in the pandemic. Three rounds of semi-structured interviews were used to probe six in-service teachers. The findings revealed that three major online assessment practices were implemented in response to the challenges: (1) remaining unaltered in online assessment practice; (2) being proactive in formative assessment; (3) provision of online feedback. Results also showed that there were three types of assessment identity that could be identified, namely, positive negotiator, flexible facilitator and struggling follower. The findings indicated assessment practice and assessment identity reciprocally influenced each other in a new assessment context. Different identities might lead to different assessment practice with varied and mixed emotions attached to it. Moreover, varying identities interacted with each other on medicating their online assessment practice. |
| first_indexed | 2024-03-08T22:51:09Z |
| format | Article |
| id | doaj.art-f8bd5173fc114f0f98c67a66be00877e |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-08T22:51:09Z |
| publishDate | 2023-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-f8bd5173fc114f0f98c67a66be00877e2023-12-16T16:04:20ZengSAGE PublishingSAGE Open2158-24402023-12-011310.1177/21582440231216617Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese StudySiyuan Shao0Shanghai International Studies University, ChinaAfter the outbreak of the COVID-19 pandemic, distance teaching brought on unforeseen challenges around the world, including classroom-based assessment practice. However, little attention has been paid to teachers’ assessment practice and their identity as assessor in the new teaching situation. This study examines Chinese K-12 in-service EFL teachers’ assessment practice and their identity as assessor in the pandemic. Three rounds of semi-structured interviews were used to probe six in-service teachers. The findings revealed that three major online assessment practices were implemented in response to the challenges: (1) remaining unaltered in online assessment practice; (2) being proactive in formative assessment; (3) provision of online feedback. Results also showed that there were three types of assessment identity that could be identified, namely, positive negotiator, flexible facilitator and struggling follower. The findings indicated assessment practice and assessment identity reciprocally influenced each other in a new assessment context. Different identities might lead to different assessment practice with varied and mixed emotions attached to it. Moreover, varying identities interacted with each other on medicating their online assessment practice.https://doi.org/10.1177/21582440231216617 |
| spellingShingle | Siyuan Shao Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study SAGE Open |
| title | Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study |
| title_full | Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study |
| title_fullStr | Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study |
| title_full_unstemmed | Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study |
| title_short | Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study |
| title_sort | understanding k 12 in service efl teachers online assessment practices and assessor identity a chinese study |
| url | https://doi.org/10.1177/21582440231216617 |
| work_keys_str_mv | AT siyuanshao understandingk12inserviceeflteachersonlineassessmentpracticesandassessoridentityachinesestudy |