Classroom-based Assessment of Young Learners of English as a Foreign Language
Teachers’ Conceptions and Practices in the Chinese Context
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Beschreibung
This book investigates conceptions and practices of teachers of young learners of English as a foreign language (EFL) regarding classroom-based assessment (CBA) in the Chinese context. Specifically, it sets out to examine teachers’ conceptions about the purposes and processes of classroom-based assessment, the effects of teacher attributes (teaching experience, and previous education in assessment) and work environments (school type and grade level) on their conceptions, CBA practices, and the relationship between these conceptions and practices regarding CBA.
Utilising a mixed-methods research approach, this book serves as an insightful research resource, contributing significantly to the field of L2 education and assessment, both within the context of Chinese young EFL learner classrooms and on a global scale. It depicts a comprehensive picture of CBA for young EFL learners from the perspective of teachers, providing a valuable resource for policymakers, teacher educators, and alike.
This book investigates conceptions and practices of teachers of young learners of English as a foreign language (EFL) regarding classroom-based assessment (CBA) in the Chinese context. Specifically, it sets out to examine teachers’ conceptions about the purposes and processes of classroom-based assessment, the effects of teacher attributes (teaching experience, and previous education in assessment) and work environments (school type and grade level) on their conceptions, CBA practices, and the relationship between these conceptions and practices regarding CBA.
Utilising a mixed-methods research approach, this book serves as an insightful research resource, contributing significantly to the field of L2 education and assessment, both within the context of Chinese young EFL learner classrooms and on a global scale. It depicts a comprehensive picture of CBA for young EFL learners from the perspective of teachers, providing a valuable resource for policymakers, teacher educators, and alike.
Presents a holistic picture of the implementation of classroom-based assessment in a specific L2 context Provides insights into the implementation of classroom-based assessment from teachers' perspectives Showcases empirical evidence regarding classroom-based assessment for young language learners
Autor*in
Qiaozhen Yan
Themen in »Classroom-based Assessment of Young Learners of English as a Foreign Language«
Classroom-based assessment in Chinese primary school EFL setting Language teachers’ conceptions of classroom-based assessment Language teachers’ practices of classroom-based assessment Assessment practices in the Chinese EFL context Classroom-based assessment of young EFL learners Assessing young language learners