Investigating the Training Needs of Assessment Literacy among Singapore Primary Chinese Language Teachers
This study gathers empirical data from primary Chinese Language teachers to examine their learning needs in language testing and assessment. Primary Chinese Language teachers (N = 103) responded to a survey on language assessment literacy (Fulcher, 2012). Results from the study reveal teachers’ needs in language testing and relevant issues. The findings provide guidance for the design of training materials and development of programs for enhancing teachers’ assessment literacy.
- Boyles, P. (2005). Assessment literacy. In M. Rosenbusch (Ed.), National assessment summit papers (pp. 11–15). Ames, IA: Iowa State University.Google Scholar
- Kline, R. B. (2011). Principles and practices of structural equation modeling (2nd ed.). New York, NY: Guilford.Google Scholar
- Kunnan, A. J., & Zhang, L. M. (2015). Responsibility in language assessment. In H. Yang (Ed.), The sociology of language testing (pp. 211–231). Shanghai: Shanghai Foreign Language Press.Google Scholar
- Malone, M. (2008). Training in language assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (Vol. 7, pp. 273–284)., Language testing and assessment New York, NY: Springer.Google Scholar
- Soh, K. C., & Zhang, L. M. (2017). The development and validation of teacher assessment literacy Scale: A trial report. Journal of Linguistics and Language Teaching, 8(1), 91–116.Google Scholar
- Stiggins, R. (1991). Assessment literacy. The Phi Delta Kappan, 72, 534–539.Google Scholar