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ERIC Number: EJ1179713
Record Type: Journal
Publication Date: 2018-May
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1362-1688
Developing the Assessment Literacy of Teachers in Chinese Language Classrooms: A Focus on Assessment Task Design
Koh, Kim; Burke, Lydia E. Carol-Ann; Luke, Allan; Gong, Wengao; Tan, Charlene
Language Teaching Research, v22 n3 p264-288 May 2018
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A