2018 Annual Conference of China English Language Education Association (CELEA2018)

298 / 2018-08-30 22:56:50

Promoting EFL teacher’s awareness of learning-oriented assessment in China

assessment literacy, learning-oriented, awareness

Plenary track > 中国特色英语测评研究

Promoting EFL teacher’s awareness of learning-oriented assessment in China

（Wang Xinmei Tianjin Foreign Studies University）

Abstract

For language teachers, assessment literacy not only involves the understanding of what assessment methods to use and when to use, but also the ability of collecting and analyzing reliable data about students’ achievements.
Despite the call for using assessment to promote effective learning, most of language teachers in China rely on the use of standardized testing because of its reliable and cost-effective characteristics. In this case, teacher’s attention is typically drawn to the strategy of improving test scores instead of integrating assessments into instruction so as to maximize students’ learning. Drawing upon a survey of Chinese EFL teachers’ interpreting assessment information for improving instruction as well as learning, this paper aims to explore the language teachers’ awareness of learning-oriented assessment and of wash-back effect of assessment in China. It specifically attempts to investigate the extent to which Chinese EFL teachers try to integrate examination-driven culture with learning-oriented culture. Findings indicate that Chinese EFL teachers’ awareness of learning-oriented assessment remain inadequate and they are expected to be trained in terms of utilizing assessment data to improve instructional practices.

Keywords: assessment literacy, learning-oriented, awareness