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- Publisher Website: 10.1177/1362168816684366
- Scopus: eid_2-s2.0-85047107744
- WOS: WOS:000432622200002
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Article: Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design
Title | Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design |
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Authors | |
Keywords | Chinese language teaching professional development Authentic assessment authentic intellectual quality teachers’ assessment literacy |
Issue Date | 2018 |
Citation | Language Teaching Research, 2018, v. 22, n. 3, p. 264-288 How to Cite? |
Abstract | A teacher’s assessment literacy refers to her or his demonstrated understanding of the principles behind selecting and designing tasks, judging student work, and interpreting and using assessment data to support student learning. This study examines the development of the task design aspect of assessment literacy in 12 Chinese language teachers as they participated in a two-year authentic assessment professional development program. By analysing the quality of assessment tasks designed by the teachers over time, we found that, although teachers quickly grasped many aspects of task design, they found it difficult to incorporate certain knowledge manipulation criteria into their assessments. The study provides insights into the contextual and discipline-embedded challenges that face language teachers with regard to assessment. |
Persistent Identifier | http://hdl.handle.net/10722/307233 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 1.738 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Koh, Kim | - |
dc.contributor.author | Burke, Lydia E.Carol Ann | - |
dc.contributor.author | Luke, Allan | - |
dc.contributor.author | Gong, Wengao | - |
dc.contributor.author | Tan, Charlene | - |
dc.date.accessioned | 2021-11-03T06:22:12Z | - |
dc.date.available | 2021-11-03T06:22:12Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Language Teaching Research, 2018, v. 22, n. 3, p. 264-288 | - |
dc.identifier.issn | 1362-1688 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307233 | - |
dc.description.abstract | A teacher’s assessment literacy refers to her or his demonstrated understanding of the principles behind selecting and designing tasks, judging student work, and interpreting and using assessment data to support student learning. This study examines the development of the task design aspect of assessment literacy in 12 Chinese language teachers as they participated in a two-year authentic assessment professional development program. By analysing the quality of assessment tasks designed by the teachers over time, we found that, although teachers quickly grasped many aspects of task design, they found it difficult to incorporate certain knowledge manipulation criteria into their assessments. The study provides insights into the contextual and discipline-embedded challenges that face language teachers with regard to assessment. | - |
dc.language | eng | - |
dc.relation.ispartof | Language Teaching Research | - |
dc.subject | Chinese language teaching | - |
dc.subject | professional development | - |
dc.subject | Authentic assessment | - |
dc.subject | authentic intellectual quality | - |
dc.subject | teachers’ assessment literacy | - |
dc.title | Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1177/1362168816684366 | - |
dc.identifier.scopus | eid_2-s2.0-85047107744 | - |
dc.identifier.volume | 22 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 264 | - |
dc.identifier.epage | 288 | - |
dc.identifier.eissn | 1477-0954 | - |
dc.identifier.isi | WOS:000432622200002 | - |