Examination Preparation or Effective Teaching: Conflicting Priorities in the Implementation of a Pedagogic Innovation

Deng, Chunrao; Carless, David

doi:10.1080/15434303.2010.510899

Cited by 35 publications

(24 citation statements)

References 28 publications

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“…However, preparing students for examinations was strongly related to teachers' self-reported classroom practices of controlling students and testing them. Similarly, Deng and Carless (2010) reported that the presence of high-stakes external examinations impeded the use of a task-based, communicative language pedagogy in early primary school teaching.…”

Section: Conceptions Of Assessmentmentioning

confidence: 97%

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Chen

Brown

2013

Journal of Education for Teaching

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How prospective teachers conceive of teaching excellence and assessment purposes probably influences how teaching and assessment practices are implemented in the future. This study evaluated, in four 'normal universities' in the People's Republic of China, 765 prospective teachers' responses to two selfreport instruments regarding the nature of excellent teaching and the purpose of assessment. Both questionnaires had previously been developed in Mandarin Chinese and validated with large samples of practicing teachers in China. The original models could not be recovered and with exploratory and confirmatory factor analysis alternative models were found. Excellent teaching was conceived as four inter-correlated factors (i.e. Professional, Model, Examination and Life-long), as also were the purposes of assessment (i.e. Diagnose and Formative, Irrelevant, Control and Life Character). Structural equation modelling showed that the strongest relationship between teaching excellence and assessment began with the examination factor which positively predicted assessment as Irrelevant and for Life Character development and negatively the Diagnose and Formative purpose. Results are consistent with the high-stakes examination system of China and the status of prospective teachers who have only recently stopped being students.

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Section: Conceptions Of Assessmentmentioning

confidence: 97%

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Chen

Brown

2013

Journal of Education for Teaching

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“…The identified minimum recommendation, in many cases, exceeds those commonly used for admissions (e.g., IELTS 6.0). The use of oral tasks should, therefore, be carefully considered by instructors of undergraduate courses to ensure that all students have the same opportunity to demonstrate learning and that assessment methods match pedagogical requirements (Deng and Carless 2010).…”

Section: Entrance Requirements and Band Descriptorsmentioning

confidence: 99%

Developing an adaptive tool to select, plan, and scaffold oral assessment tasks for undergraduate courses

Epp

Park²,

Plumb

2015

Education Tech Research Dev

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The increased linguistic and cultural diversity of undergraduate classrooms at English language institutions has imposed additional pedagogical and assessment challenges on instructors, many of whom lack the knowledge necessary to design classroom activities and assessments that are fair to all students regardless of students' background and language abilities. The development of an adaptive instrument for instructors who do not specialize in English language learning represents an attempt to adjust instructional practices to meet this need. This paper reports on the development of an instrument that undergraduate instructors can use to plan their courses at universities where English is the language of instruction. The instrument's intended use is illustrated through an example that involves the planning of an interdisciplinary undergraduate course. To build this adaptive tool, a taxonomy that describes the relevant components of assessments that involve oral communication was developed and externally reviewed. The questions used in the instrument were then developed and piloted with a group of university undergraduate instructors; after which, the instrument was further refined. Although piloting revealed an increase in instructor awareness of how language abilities relate to assessment, further research is needed to determine the extent to which this tool affects instructor's classroom or assessment practices.

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“…For example, Deng and Carless (2010) [12] have observed contradictions in language teaching and examinations amongst the language teachers in China. While the impetus leans towards a more communicative language teaching (CLT) curriculum and task-based language teaching (TBLT) in English, they tend to react to these calls for changes according to their personal philosophies.…”

Section: Tension In Assessment Practicementioning

confidence: 99%

Assessment of Creative Writing: The Case of Singapore Secondary Chinese Language Curriculum

Tung¹

2015

ujer

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In Singapore and in elsewhere alike, educators nowadays are paying much more attention on the set of teaching and assessment recommendations called the 21 st century skills that include creativity at the policy, programmatic, school and classroom levels. As these education systems develop and respond to the demands of the new century, educators are facing many challenges. In general, educational assessment does not pay much attention to creativity. This is despite the global call for teaching and learning of 21 st century skills. There are many reasons to this phenomenon and it can be understood from the conceptual and practical level. At the conceptual level, there is indeed a dearth of research on how creativity can be assessed in language art writing. Teachers think that assessments of creativity writings are too subjective to make a fair judgment. That could be one of the many reasons why both formal and informal assessments of students' creativity writings are rare in Singapore and in elsewhere. In educational assessment terminology, this concerns the concepts of validity and reliability issues of assessing students' creativity in writings. Teachers find it challenging to design valid and conduct reliable assessment to assess students' creativity. Nevertheless, this article argues that if creative writings are valued in the 21 st century education, then valid and reliable assessment methods should be introduced in the language art education. In other words, the technical quality of assessing students' creative writings should be ensured. Using Singapore secondary school Chinese Language curriculum and assessment as an example, this article further illustrates and discusses the possible solutions to overcome these challenges in the assessment of creative writing.

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Examination Preparation or Effective Teaching: Conflicting Priorities in the Implementation of a Pedagogic Innovation

Cited by 35 publications

References 28 publications

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment

Developing an adaptive tool to select, plan, and scaffold oral assessment tasks for undergraduate courses

Assessment of Creative Writing: The Case of Singapore Secondary Chinese Language Curriculum

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