Advertisement

English Language Teacher Assessment Literacy in Practice

  • Yueting XuEmail author
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

This chapter aims at developing common understandings of teacher assessment literacy in practice within the realm of English language teaching on an international scale. Building upon Xu and Brown’s (Teach Teach Educ 58:149–162, 2016) framework of Teacher Assessment Literacy in Practice (TALiP) and prior studies on language assessment literacy for teachers, this chapter elaborates on what each layer of TALiP means to English language teachers. It first analyzes the essential knowledge base for teachers to effectively assess English language learning, and then reviews research on language teacher conceptions of assessment and on English language teaching contexts to discuss how TALiP mediates, and is mediated by, tensions and dynamics in English teachers’ assessment practices. Evidence from a case study of a university English teacher (Rosa, pseudonym) from a large research project of assessment literacy is used to highlight how the teacher’s TALiP works as compromises are made between her conceptions of assessment and institutional contexts, as well as how she promoted her TALiP through proactive learning about assessment and identity construction as an assessor. It concludes with implications for the research and practice of English language teacher assessment literacy.

Keywords

English language teachers Teacher assessment literacy in practice 

References

  1. Australian Institute for Teaching and School Leadership (AITSL) (2014, 2018) The Australian Professional Standards for Teachers. Retrieved on October 18, 2018 from www.aitsl.edu.au/teach/standards
  2. Black P, Wiliam D (1998) Assessment and classroom learning. Assess Educ 5(1):7–74CrossRefGoogle Scholar
  3. Brindley G (2001) Language assessment and professional development. In: Elder C, Brown A, Hill K, Iwashita N, Lumley T, McNamara T, O’Loughlin K (eds) Experimenting with uncertainty: essays in honour of Alan Davies. Cambridge University Press, Cambridge, pp 12–136Google Scholar
  4. Brown JD, Bailey KM (2008) Language testing courses: what are they in 2007? Lang Test 25(3):349–384CrossRefGoogle Scholar
  5. Brown GTL, Michaelides MP (2011) Ecological rationality in teachers’ conceptions of assessment across samples from Cyprus and New Zealand. Eur J Psychol Educ 26:319–337CrossRefGoogle Scholar
  6. Brown GTL, Remesal A (2012) Prospective teachers’ conceptions of assessment: a cross-cultural comparison. Span J Psychol 15(1):75–89CrossRefGoogle Scholar
  7. Brown GTL, Lake R, Matters G (2009) Assessment policy and practice effects on New Zealand and Queensland teachers’ conceptions of teaching. J Educ Teach 35(1):61–75CrossRefGoogle Scholar
  8. Brown GTL, Lake R, Matters G (2011) Queensland teachers’ conceptions of assessment: the impact of policy priorities on teacher attitudes. Teach Teach Educ 27(1):210–220CrossRefGoogle Scholar
  9. Carless D (2011) From testing to productive student learning: implementing formative assessment in Confucian-heritage settings. Routledge, LondonGoogle Scholar
  10. Cheng L, Curtis A (2009) English language assessment and the Chinese learners. Routledge, New YorkGoogle Scholar
  11. Cheng L, Fox J (2017) Assessment in the language classroom. Palgrave, LondonCrossRefGoogle Scholar
  12. Davies A (2008) Textbook trends in teaching language testing. Lang Test 25(3):327–347CrossRefGoogle Scholar
  13. DeLuca C, Bellara A (2013) The current state of assessment education: aligning policy, standards, and teacher education curriculum. J Teach Educ 64(4):356–372CrossRefGoogle Scholar
  14. Dixon H, Haigh M (2009) Changing mathematics teachers’ conceptions of assessment and feedback. Teach Dev 13:173–186CrossRefGoogle Scholar
  15. Fives H, Buehl MM (2012) Spring cleaning for the “messy” construct of teachers’ beliefs: what are they? Which have been examined? What can they tell us? In: Harris KR, Graham S, Urdan T (eds) APA educational psychology handbook: individual differences and cultural and contextual factors, vol 2. American Psychological Association, Washington, DC, pp 471–499CrossRefGoogle Scholar
  16. Fulcher G (2012) Assessment literacy for the language classroom. Lang Assess Q 9(2):113–132CrossRefGoogle Scholar
  17. Fulmer GW, Lee IC, Tan KH (2015) Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research. Assess Educ Princ Policy Pract 22(4):475–494Google Scholar
  18. Gabril A (2017) Language teachers’ conceptions of assessment: an Egyptian perspective. Teach Dev 21(1):81–100CrossRefGoogle Scholar
  19. Green KE, Stager SF (1986) Measuring attitudes of teachers towards testing. Meas Eval Couns Dev 19:141–150CrossRefGoogle Scholar
  20. Grossman PL (1990) The making of a teacher: teacher knowledge and teacher education. Teacher College Press, New YorkGoogle Scholar
  21. Gu PY (2014) The unbearable lightness of the curriculum: what drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school. Assess Educ Princ Policy Pract 21(3):286–305Google Scholar
  22. Gunn AC, Gilmore A (2014) Early childhood initial teacher education students’ learning about assessment. Assess Matter 7:24–38Google Scholar
  23. Hattie J, Timperley H (2007) The power of feedback. Rev Educ Res 77(1):81–112CrossRefGoogle Scholar
  24. Inbar-Lourie O (2008) Constructing a language assessment knowledge base: a focus on language assessment courses. Lang Test 25(3):385–402CrossRefGoogle Scholar
  25. Inbar-Lourie O (2013) Language assessment literacy. In: Chapelle CA (ed) The encyclopedia of applied linguistics. Blackwell, Oxford, pp 2923–2931Google Scholar
  26. Jin Y (2010) The place of language testing and assessment in the professional preparation of foreign language teachers in China. Lang Test 27(4):555–584CrossRefGoogle Scholar
  27. Koh KH, Luke A (2009) Authentic and conventional assessment in Singapore schools: an empirical study of teacher assignments and student work. Assess Educ Princ Policy Pract 16:291–318Google Scholar
  28. Leong WS (2014) Knowing the intentions, meaning and context of classroom assessment: a case study of Singaporean teacher’s conception and practice. Stud Educ Eval 43:70–78CrossRefGoogle Scholar
  29. Leung C (2004) Developing formative teacher assessment: knowledge, practice, and change. Lang Assess Q 1(1):19–41CrossRefGoogle Scholar
  30. Li WS, Hui SKF (2007) Conceptions of assessment of mainland China college lecturers: a technical paper analyzing the Chinese version of COA-III. Asia Pac Educ Res 16(2):185–198Google Scholar
  31. Liu J, Xu Y (2017) Assessment for learning in English language classrooms in China: contexts, problems, and solutions. In: Zou B, Nunan D, Reinders H (eds) Innovations in language learning and teaching: the case of China. (pp. 17–37). Palgrave Macmillan, London, UKGoogle Scholar
  32. Looney A, Cumming J, Van Der Kleij F, Harris K (2018) Reconceptualising the role of teachers as assessors: teacher assessment identity. Assess Educ Princ Policy Pract 1–26.  https://doi.org/10.1080/0969594X.2016.1268090
  33. Lortie D (1975) Schoolteacher: a sociological study. University of Chicago Press, LondonGoogle Scholar
  34. Nepal KP (2012) An approach to assign individual marks from a team mark: The case of Australian grading system at universities. Assessment & Evaluation in Higher Education 37(5):555–562Google Scholar
  35. McLaughlin MW, Talbert JE (2006) Building school-based teacher learning community: professional strategies to improve student achievement. Teachers College Press, New YorkGoogle Scholar
  36. Muñoz AP, Palacio M, Escobar L (2012) Teachers’ beliefs about assessment in an EFL context in Colombia. Profile 14(1):143–158Google Scholar
  37. Organization for Economic Cooperation and Development (2004) Learning for tomorrow’s world. First results from PISA 2003. OECD, Paris. Available from http://www.oecd.org/document/55/0,3343,en_32252351_32236173_33917303_1_1_1_1,00.html
  38. Pedder D (2006) Are small classes better? Understanding relationships between class size, classroom processes and pupils’ learning. Oxf Rev Educ 32(2):213–234CrossRefGoogle Scholar
  39. Plake BS, Impara JC, Fager JJ (1993) Assessment competencies of teachers: a national survey. Educ Meas Issues Pract 12(4):10–12. 39CrossRefGoogle Scholar
  40. Pryor J, Crossouard B (2008) A socio-cultural theorization of formative assessment. Oxf Rev Educ 34(1):1–20CrossRefGoogle Scholar
  41. Remesal A (2011) Primary and secondary teachers’ conceptions of assessment: a qualitative study. Teach Teach Educ 27:472–482CrossRefGoogle Scholar
  42. Roger T, Cheng L, Hu H (2007) ESL/EFL instructors’ beliefs about assessment and evaluation. Can Int Educ 36:39–61Google Scholar
  43. Rubie-Davies CM, Flint A, McDonald LG (2012) Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships? Br J Educ Psychol 82:270–288CrossRefGoogle Scholar
  44. Scarino A (2013) Language assessment literacy as self-awareness: understanding the role of interpretation in assessment and in teacher learning. Lang Test 30(3):309–327CrossRefGoogle Scholar
  45. Sedivy-Benton AL, Boden McGill CJ (2012) Significant factors for teachers’ intentions to stay or leave the profession: teacher influence on school, perception of control and perceived support. Natl Teach Educ J 5:99–114Google Scholar
  46. Seden K, Svaricek R (2018) Teacher subjectivity regarding assessment: exploring English as a foreign language teachers’ conceptions of assessment theories that influence student learning. CEPS J 8(3):119–139Google Scholar
  47. Shepard LA (2000) The role of assessment in a learning culture. Educ Res 29(7):4–14CrossRefGoogle Scholar
  48. Shulman LS (1986) Those who understand: knowledge growth in teaching. Educ Res 15(1):4–14CrossRefGoogle Scholar
  49. Shulman LS (1987) Knowledge and teaching: foundations of the new reform. Harv Educ Rev 57(1):1–22CrossRefGoogle Scholar
  50. Smith LF, Hill MF, Cowie B, Gilmore A (2014) Preparing teachers to use the enabling power of assessment. In: Wyatt-Smith C, Klenowski V, & Colbert P (eds) Designing assessment for quality learning (pp. 418–445). Springer, Dordrecht, The NetherlandsGoogle Scholar
  51. Stiggins RJ (1991) Assessment literacy. Phi Delta Kappan 72:534–539Google Scholar
  52. Stiggins RJ (1995) Assessment literacy for the 21st century. Phi Delta Kappan 77(3):238–245Google Scholar
  53. Strauss A, Corbin J (1998) Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage, Thousand Oaks, CA.Google Scholar
  54. Suah SL, Ong SL (2012) Investigating assessment practices of in-service teachers. Int Online J Educ Sci 4:91–106Google Scholar
  55. Taylor L (2013) Communicating the theory, practice and principles of language testing to test stakeholders: some reflections. Lang Test 30(3):403–412CrossRefGoogle Scholar
  56. Thompson AG (1992) Teachers’ beliefs and conceptions: a synthesis of the research. In: Grouws DA (ed) Handbook of research on mathematics teaching and learning. Macmillan, New York, pp 127–146Google Scholar
  57. Tierney R (2006) Changing practices: influences on classroom assessment. Assess Educ Princ Policy Pract 13(3):239–264Google Scholar
  58. Troudi S, Coombe C, Al-Hamly M (2009) EFL teachers’ views of English language assessment in higher education in the United Arab Emirates and Kuwait. TESOL Q 43(3):546–555CrossRefGoogle Scholar
  59. Wicking P (2017) The assessment beliefs and practices of English teachers in Japanese universities. JLTA J 20:76–89CrossRefGoogle Scholar
  60. Xu Y (2018) Not just listening to the teacher’s voice: a case study of a university English teacher’s use of audio feedback on social media in China. Front Educ.  https://doi.org/10.3389/feduc.2018.00065
  61. Xu Y, Brown GTL (2016) Teacher assessment literacy in practice: a reconceptualization. Teach Teach Educ 58:149–162CrossRefGoogle Scholar
  62. Xu Y, Brown GTL (2017) University English teachers assessment literacy: a survey-test report from China. Pap Lang Test Assess 6(1):133–159Google Scholar
  63. Xu Y, Harfitt G (2018) Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies. Asia Pac J Teach Educ.  https://doi.org/10.1080/1359866X.2018.1555790
  64. Xu Y, Liu Y (2009) Teacher assessment knowledge and practice: a narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Q 43(3):493–513CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Center for Linguistics and Applied LinguisticsGuangdong University of Foreign StudiesGuangzhouChina

Personalised recommendations