Language Assessment Literacy Development
An Ethnographic Case Study on University English Instructors in China
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Beschreibung
This book investigates the Language Assessment Literacy (LAL) development of university English instructors in the Chinese context. It examines localised LAL needs of university English instructors in their natural teaching contexts, and also documents LAL developmental trajectories by tracking how university English instructors gain, enhance, and sustain their LAL through their engagement in assessment practices. Additionally, this book delves into how university English instructors shape their assessment identities in assessment practices along with their LAL development. Finally, it analyses how contextual, experiential, and personal factors influence university English instructors’ LAL development, probes challenges and opportunities university English instructors may encounter in LAL development, and also explores how they mobilise these challenges and opportunities to promote their LAL development and construct assessment identity.
This book provides practical insights for university English instructors themselves, and assessment trainers/training providers, guiding them to enhance instructors’ LAL so as to improve the quality of assessment in the Chinese university context.
This book investigates the development of language assessment literacy (LAL) among university English instructors in the Chinese context. It examines their localised LAL needs in the natural teaching contexts and also documents LAL developmental trajectories by tracking how instructors acquire, enhance, and sustain LAL through engagement in assessment practices. Furthermore, the book explores the construction of instructors' assessment identities alongside their LAL development. Finally, the study analyses how contextual, experiential, and personal factors influence instructors’ LAL development, probes challenges and opportunities they may encounter, and explores how they mobilise these dynamics to enhance their LAL and construct their assessment identities. The findings offer practical insights for university English instructors, university/department administrators, assessment trainers/training providers. These insights serve as guidance for enhancing instructors' LAL, thereby improving assessment quality within Chinese universities.
Applies the existing Language Assessment Literacy (LAL) conceptual frameworks to the Chinese university context Delves into the Language Assessment Literacy developmental process through prolonged research engagements Provides practical insights for university English instructors and assessment trainers to enhance LAL
Autor*in
Ling Gan
Themen in »Language Assessment Literacy Development«
Professional Development in Language Testing and Assessment Assessment Identity in Chinese University EFL Classes An Ethnographic Case Study Classroom-based Assessment Practices Language Assessment Literacy Development Chinese University English Instructors Construction of Assessment Identity Self-directed Professional Development Ethnographic Case Study Effective Assessment Practices