Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity
A Chinese Study
Bibliographic Data
| ID | 9745157 |
|---|---|
| Authors | Shao (0009-0007-5639-3447), Siyuan Shao (Shanghai International Studies University, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 4 |
| Publication date | 2023-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440231216617 |
| OpenAlex | W4389784809 |
| Language | EN |
| Citations received | 1 |
| References cited | 67 |
After the outbreak of the COVID-19 pandemic, distance teaching brought on unforeseen challenges around the world, including classroom-based assessment practice. However, little attention has been paid to teachers’ assessment practice and their identity as assessor in the new teaching situation. This study examines Chinese K-12 in-service EFL teachers’ assessment practice and their identity as assessor in the pandemic. Three rounds of semi-structured interviews were used to probe six in-service teachers. The findings revealed that three major online assessment practices were implemented in response to the challenges: (1) remaining unaltered in online assessment practice; (2) being proactive in formative assessment; (3) provision of online feedback. Results also showed that there were three types of assessment identity that could be identified, namely, positive negotiator, flexible facilitator and struggling follower. The findings indicated assessment practice and assessment identity reciprocally influenced each other in a new assessment context. Different identities might lead to different assessment practice with varied and mixed emotions attached to it. Moreover, varying identities interacted with each other on medicating their online assessment practice
Facilitator · Formative assessment · Medical education · Negotiation · Online assessment · Pedagogy · Sociology · Medicine · Psychology · Social Psychology · Student Assessment and Feedback
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Doing Qualitative Research Differently
International Handbook of Research on Teachers' Beliefs
Assessment Literacy of Foreign Language Teachers
Teacher Learning in Difficult Times
Assessment Literacy for the Language Classroom
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Assessment Conceptions and Practices
A Scientometric Review of Research Trends in Language Assessment Literacy
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Developing classroom-based language assessment literacy for in-service EFL teachers
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American Secondary Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |