AN INVESTIGATION OF CHINESE MIDDLE SCHOOL IN-SERVICE ENGLISH TEACHERS’ ASSESSMENT LITERACY
| Main Authors: | Dunlai, Lin; School of Foreign Languages and Literature; National Innovation Center for Assessment of Basic Education Quality, Beijing Normal University, You, Su; School of Humanities, Beijing University of Posts and Telecommunications |
|---|---|
| Format: | Article info application/pdf Journal |
| Bahasa: | eng |
| Terbitan: |
AISEE (The Association of Indonesian Scholars of English Education)
, 2015
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| Online Access: |
http://aisee.info/index.php/IEFLJ/article/view/1 http://aisee.info/index.php/IEFLJ/article/view/1/26 |
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article-1 |
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<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><title lang="en-US">AN INVESTIGATION OF CHINESE MIDDLE SCHOOL IN-SERVICE ENGLISH TEACHERS’ ASSESSMENT LITERACY</title><creator>Dunlai, Lin; School of Foreign Languages and Literature; National Innovation Center for Assessment of
Basic Education Quality, Beijing Normal University</creator><creator>You, Su; School of Humanities, Beijing University of Posts and Telecommunications</creator><description lang="en-US">This paper reports an investigation into the status quo of assessment literacy of Chinese middle school in-service English teachers. Using tasks designed by Coombe et al. (2007), the study finds out that Chinese secondary English teachers have low levels of assessment literacy. They are not aware of such principles as authenticity, sensitivity issues about test content and self-assessment. Especially, they are extremely incompetent in understanding statistics about item analysis and distractor efficiency analysis. No significant difference was detected about teachers’ assessment literacy in terms of teaching experience and whether they have taken assessment training courses in any forms. The authors call for a study into language assessment courses offered for secondary English teachers and enough attention paid to the relevance of language assessment training courses to classroom assessment.Keywords: assessment literacy, middle school in-service English teachers. China.</description><publisher lang="en-US">AISEE (The Association of Indonesian Scholars of English Education)</publisher><contributor lang="en-US"/><date>2015-02-12</date><type>Journal:Article</type><type>Other:info:eu-repo/semantics/publishedVersion</type><type>Journal:Article</type><type>File:application/pdf</type><identifier>http://aisee.info/index.php/IEFLJ/article/view/1</identifier><source lang="en-US">Indonesian EFL Journal; Volume 1(1) January 2015; 1-10</source><source>2541-3635</source><source>2252-7427</source><language>eng</language><relation>http://aisee.info/index.php/IEFLJ/article/view/1/26</relation><rights lang="en-US">Copyright (c) 2015 Indonesian EFL Journal</rights><recordID>article-1</recordID></dc>
|
| language |
eng |
| format |
Journal:Article Journal Other:info:eu-repo/semantics/publishedVersion Other File:application/pdf File Journal:Journal |
| author |
Dunlai, Lin; School of Foreign Languages and Literature; National Innovation Center for Assessment of
Basic Education Quality, Beijing Normal University You, Su; School of Humanities, Beijing University of Posts and Telecommunications |
| title |
AN INVESTIGATION OF CHINESE MIDDLE SCHOOL IN-SERVICE ENGLISH TEACHERS’ ASSESSMENT LITERACY |
| publisher |
AISEE (The Association of Indonesian Scholars of English Education) |
| publishDate |
2015 |
| url |
http://aisee.info/index.php/IEFLJ/article/view/1 http://aisee.info/index.php/IEFLJ/article/view/1/26 |
| contents |
This paper reports an investigation into the status quo of assessment literacy of Chinese middle school in-service English teachers. Using tasks designed by Coombe et al. (2007), the study finds out that Chinese secondary English teachers have low levels of assessment literacy. They are not aware of such principles as authenticity, sensitivity issues about test content and self-assessment. Especially, they are extremely incompetent in understanding statistics about item analysis and distractor efficiency analysis. No significant difference was detected about teachers’ assessment literacy in terms of teaching experience and whether they have taken assessment training courses in any forms. The authors call for a study into language assessment courses offered for secondary English teachers and enough attention paid to the relevance of language assessment training courses to classroom assessment.Keywords: assessment literacy, middle school in-service English teachers. China. |
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English Education English Language Teaching Applied Linguistics Teaching English as a Foreign Language |
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BANDUNG |
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JAWA BARAT |
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