A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA
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Apr 3, 2015
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Abstract
Abstract: 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.
Keywords: formative assessment, summative assessment, secondary EFL teachers
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Jian, H. (2015). A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA. English Review: Journal of English Education, 2(2), 111 - 123. Retrieved from http://journal.uniku.ac.id/index.php/ERJEE/article/view/98
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References
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Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, 28(1), 4-13.
Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429-462.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5 (1), 77-84.
Scriven, M. S. (1967).The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation (AERA Monograph Series on Curriculum Evaluation, 1, (pp. 39-83). Chicago: Rand McNally.
Schneider, M.C., Egan, K.L. & Julian, M. W. (2013). Classroom Assessment In The Context of High-Stakes Testing. In McMillan, J.H. (Ed.), Sage Handbook of Research on Classroom Assessment. London: Sage Publications Ltd.
Shepard, L. A. (2013) Foreword. In McMillan, J.H. (Ed), Sage Handbook of Research on Classroom Assessment. London: Sage Publications Ltd.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education: Principles, Policy & Practice, 5(1), 103-110.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1): 7-74.
Black, P. J., & Wiliam, D. (2003). ‘In praise of educational research’: Formative assessment. British Educational Research Journal, 29(5), 623-637.
Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning: An Introduction. Thousand Oaks, CA: Sage.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1): 5-31.
Bloom, B. S., Hastings, J. T., & Madaus, G. F. (Eds.) (1971). Handbook on the formative and summative evaluation of student learning. New York: McGraw-Hill.
Bonner, A. M. (2013). Validity in classroom assessment: Purposes, Properties, and Principles. In McMillan, J.H. (Ed.), Sage Handbook of Research on Classroom Assessment. London: Sage Publications Ltd.
Brown & Harris (2013). Student self-assessment. In McMillan, J.H. (Ed.), Sage Handbook of Research on Classroom Assessment. London: Sage Publications Ltd.
Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York: Routledge.
CERI (2005). Formative Assessment: Improving Learning in Secondary Classroom. Paris: OECD.
Chetcuti, D., Murphy P. & Crima, G. (2006). The Formative and Summative uses of Professional Development Portfolio: a Maltese case study. Assessment in Education, 13(1): 97-112.
Dysthe, O. & Englesen, K. S. (2004). Portfolios and assessment in teacher education in Norway: a theory-based discussion of different models in two sites. Assessment and Evaluation in Higher Education, 5(1): 131-137.
Gipps, C. (1990). Assessment: A teacher’s guide to issues. London: Hodder & Stroughton.
Harlen, W., & James, M. (1997). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379.
Irons, A. (2008). Enhancing learning through formative assessment and feedback. London: Routledge.
Kahl, S. (2005). Where in the world are formative tests? Right Under Your Nose! Education Week, 25(4), 11.
Kenowski, V. (2002). Developing portfolios for learning and assessment. London: Routledge Falmer.
Lin, D.L. & Gao, M. (2011). Teacher assessment literacy: theory and practice. Foreign Language Teaching in Theory and Practice, (4),29-37.
McManus, S. (2008). Attributes of effective formative assessment. Washington, D C: Council of Chief State School Officers. Retrieved October 6, 2013, from http://www.ccsso.org/publications/ details.cfm?Publication ID=362]
McMillan, J. H. (2003). The relationship between instructional and classroom assessment practices of elementary teachers and students scores on high-stakes tests (Report). (ERIC Document Reproduction Service No. ED472164).
Moss, C.M. (2013). Research on Classroom Assessment. In McMillan, J.H. (Ed), Sage Handbook of Research on Classroom Assessment. London: Sage Publications Ltd.
Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, 28(1), 4-13.
Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429-462.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5 (1), 77-84.
Scriven, M. S. (1967).The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation (AERA Monograph Series on Curriculum Evaluation, 1, (pp. 39-83). Chicago: Rand McNally.
Schneider, M.C., Egan, K.L. & Julian, M. W. (2013). Classroom Assessment In The Context of High-Stakes Testing. In McMillan, J.H. (Ed.), Sage Handbook of Research on Classroom Assessment. London: Sage Publications Ltd.
Shepard, L. A. (2013) Foreword. In McMillan, J.H. (Ed), Sage Handbook of Research on Classroom Assessment. London: Sage Publications Ltd.