1887
  1. Home
  2. e-Journals
  3. Australian Review of Applied Linguistics
  4. Volume 39, Issue 3
  5. Article
Volume 39, Issue 3
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

Teacher assessment literacy (AL) is a concern for both educational assessment and teacher education research. As part of teacher AL, teacher competency of assessment planning has remained underexplored. To address this gap, this study explored how a group of 20 contest-winning university English teachers in China planned for assessment through qualitative analyses of their lesson plans and follow-up teacher interviews. The findings show that: (1) lesson plans include assessment-related components such as teaching objectives, student background, instruction-embedded assessment, and after-class assessment tasks; (2) their assessment planning is characterized by a clear understanding of learning goals, but an absence of rubrics and exemplars for performance assessments, over-reliance on groups as target of assessment, and inconsistencies between learning objectives and assessment tasks; and (3) their assessment planning was mainly intuitive and instruction-oriented. This paper concludes with a working model of assessment planning, and discusses a future research agenda for assessment planning.

© No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher.
Loading

Article metrics loading...

/content/journals/10.1075/aral.39.3.02xu
2017-03-24
2025-04-19

  • From This Site

    /content/journals/10.1075/aral.39.3.02xu
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. American Federation of Teachers, National Council on Measurement in Education, & National Education Association (AFT, NCME, & NEA)
    (1990) Standards for teacher competence in educational assessment of students. Educational Measurement: Issues and Practice, 9(4), 30–32. doi: 10.1111/j.1745‑3992.1990.tb00391.x
     https://doi.org/10.1111/j.1745-3992.1990.tb00391.x [Google Scholar]
  2. Black, P. , Harrison, C. , Lee, C. , Marshall, B. , & Wiliam, D
    (2003) Assessment for learning: Putting it into practice. Maidenhead: Open University Press.
     [Google Scholar]
  3. Black, P. , & Wiliam, D
    (1998) Assessment and classroom learning. Assessment in Education, 5(1), 7–74. doi: 10.1080/0969595980050102
     https://doi.org/10.1080/0969595980050102 [Google Scholar]
  4. Brookhart, S. M
    (2011) Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. doi: 10.1111/j.1745‑3992.2010.00195.x
     https://doi.org/10.1111/j.1745-3992.2010.00195.x [Google Scholar]
  5. Brookhart, S. M. , & Nitko, A. J
    (2008) Assessment and grading in classrooms. Upper Saddler River, New Jersey: Pearson Education, Inc.
     [Google Scholar]
  6. Carless, D
    (2011) From testing to productive student learning: Implementing formative assessment in Confucian-Heritage settings. London: Routledge.
     [Google Scholar]
  7. Charmaz, K. , & Bryant, A
    (Eds.) (2010) The sage handbook of grounded theory. Thousand Oaks, CA: SAGE Publications Ltd.
     [Google Scholar]
  8. Chen, Q. , Kettle, M. , Klenowski, V. , & May, L
    (2012) Interpretations of formative assessment in the teaching of English at two Chinese universities: A sociocultural perspective. Assessment & Evaluation in Higher Education, 38(7), 831–846. doi: 10.1080/02602938.2012.726963
     https://doi.org/10.1080/02602938.2012.726963 [Google Scholar]
  9. Chinese Ministry of Education
    (2007) College English curriculum requirements. Beijing: Higher Education Press.
     [Google Scholar]
  10. (2010) National medium- and long-term framework for educational reform and development from 2010 to 2020. Beijing: People’s Publishing House.
     [Google Scholar]
  11. Cowie, B. , & Bell, B
    (1999) A model of formative assessment in science education. Assessment in Educaiton, 6(1), 101–116. doi: 10.1177/107319119900600111
     https://doi.org/10.1177/107319119900600111 [Google Scholar]
  12. Davison, C. , & Cummins, J
    (2007) Assessment and evaluation in ELT: Shifting paradigms and practices. International Handbook of English Language Teaching, 15, 415–420. doi: 10.1007/978‑0‑387‑46301‑8_30
     https://doi.org/10.1007/978-0-387-46301-8_30 [Google Scholar]
  13. Davison, C. , & Leung, C
    (2009) Current issues in English language teacher-based assessment. TESOL Quarterly, 2009(43), 393–415. doi: 10.1002/j.1545‑7249.2009.tb00242.x
     https://doi.org/10.1002/j.1545-7249.2009.tb00242.x [Google Scholar]
  14. Graham, P
    (2005) Classroom-based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21(6), 607–621. doi: 10.1016/j.tate.2005.05.001
     https://doi.org/10.1016/j.tate.2005.05.001 [Google Scholar]
  15. Hall, K. , Webber, B. , Varley, S. , Young, V. , & Dorman, P
    (1997) A study of teacher assessment at Key Stage 1. Cambridge Journal of Education, 27(1), 107–122. doi: 10.1080/0305764970270109
     https://doi.org/10.1080/0305764970270109 [Google Scholar]
  16. Hill, K. , & McNamara, T
    (2011) Developing a comprehensive, empirical based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. doi: 10.1177/0265532211428317
     https://doi.org/10.1177/0265532211428317 [Google Scholar]
  17. Lamprianou, I. , & Athanasou, J. A
    (2009) A teacher's guide to educational assessment. Rotterdam, The Netherlands: Sense Publishers.
     [Google Scholar]
  18. Leung, C
    (2005) Classroom teacher assessment of second language development: Construct as practice. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 869–888). Mahwah, NJ: Erlbaum.
     [Google Scholar]
  19. Linn, R. L. , & Gronlund, N. E
    (2000) Measurement and assessment in teaching (8th ed.). Upper Saddle River, New Jersey: Pearson Education.
     [Google Scholar]
  20. McMillan, J. H
    (2004) Classroom assessment: Principles and practice for effective instruction. Boston: Pearson Education, Inc.
     [Google Scholar]
  21. Hill, K. , & McNamara, T
    (2011) Developing a comprehensive, empirical based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. doi: 10.1177/0265532211428317
     https://doi.org/10.1177/0265532211428317 [Google Scholar]
  22. Miles, M. B. , & Huberman, A. M
    (1994) Qualitative data analysis: A resource book. Thousand Oaks, California: Sage.
     [Google Scholar]
  23. Topping, K
    (2010) Peer as a source of formative assessment. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 61–74). New York: Taylor & Francis Group.
     [Google Scholar]
  24. Nitko, A. J. , & Brookhart, S. M
    (2011) Educational assessment of students (6th ed.). Boston: Pearson Edcuation, Inc.
     [Google Scholar]
  25. Popham, W. J
    (2014) Classroom assessment: What teachers need to know (7th ed.). Boston, MA: Allyn & Bacn.
     [Google Scholar]
  26. Rea-Dickins, P
    (2001) Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429–462. doi: 10.1191/026553201682430120
     https://doi.org/10.1191/026553201682430120 [Google Scholar]
  27. Reiser, R. A. , & Dick, W
    (1996) Instructional planning: A guide for teachers. Boston: Allen and Bacon.
     [Google Scholar]
  28. Stiggins, R. J
    (1995) Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238–243.
     [Google Scholar]
  29. (2010) Essential formative assessment competencies for teachers and school leaders. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 233–250). New York, NY: Taylor & Francis.
     [Google Scholar]
  30. Xu, Y. & Brown, G. T. L
    (2016) Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. doi: 10.1016/j.tate.2016.05.010
     https://doi.org/10.1016/j.tate.2016.05.010 [Google Scholar]
  31. Xu, Y. , & Liu, Y
    (2009) Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Quarterly, 43(3), 493–513. doi: 10.1002/j.1545‑7249.2009.tb00246.x
     https://doi.org/10.1002/j.1545-7249.2009.tb00246.x [Google Scholar]
  32. Xu, Y. , & Zhang, R
    . (in press). Assessing individual contributions in group work: An empirical study of its necessity and feasibility. Modern Foreign Languages, 40(2).
    [Google Scholar]
/content/journals/10.1075/aral.39.3.02xu
Loading
Assessment planning within the context of university English language teaching (ELT) in China
Australian Review of Applied Linguistics 39, 233 (2016); https://doi.org/10.1075/aral.39.3.02xu
/content/journals/10.1075/aral.39.3.02xu
/content/journals/10.1075/aral.39.3.02xu
Loading

Data & Media loading...

  • Article Type: Research Article

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error