Exploring Novice EFL Teachers’ Classroom Assessment Literacy Development: A Three-Year Longitudinal Study

Xu, Hao

doi:10.1007/s40299-017-0342-5

Cited by 20 publications

(5 citation statements)

References 15 publications

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“…It was observed that the teacher did not utilise any assessment methods such as project assignments, demonstrations, self-assessment forms, or peer/group assessment forms which could allow students to analyse the products of the learning process by themselves. These results are in line with the results of other studies in the literature (Acar-Erdol & Yıldızlı, 2018;Davis & Neitzel, 2011;Duncan & Noonan, 2007;Gelbal & Kelecioğlu, 2007;Rieg, 2007;Xu, 2017;Yapıcı & Demirdelen, 2007). It is important to utilise a wide range of assessment methods in order to support assessment for/as learning in mathematics lessons.…”

Section: Discussionsupporting

confidence: 91%

Untitled

2020

ENAD

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Öz. Bu çalışmanın amacı, öğrenci velilerinin ilkokul birinci sınıf velisi olma deneyimlerini anlamaktır. Çalışmada temel nitel araştırma yaklaşımı benimsenmiştir. Araştırmanın katılımcılarını 10 öğrenci velisi oluşturmaktadır. Veriler yarı yapılandırılmış görüşme yaklaşımı ile toplanmıştır. Görüşmeler, 2018 Şubat-Mart aylarında araştırmacı tarafından yapılmıştır. Verilerin çözümlenmesinde içerik analizi yöntemi kullanılmıştır. Veriler tema ve alt temalara göre ele alınmıştır. Elde edilen bulgulara göre; birinci sınıf olmak: okuma ve yazmaya yeniden başlamak, duyguları dengeleyebilmek: mutluluk ve endişe birlikteliği, birinci sınıf velisi olmak: görev ve sorumluluklar, aday birinci sınıf velilerine öneriler temaları oluşturulmuştur. Araştırma sonunda, velilerin çoğunluğunun ilkokul birinci sınıfı okuma yazmaya başlama olarak anlamlandırdıkları; çocukları okula başlarken olumlu duygularla birlikte korku, endişe gibi birtakım olumsuz duygulara sahip oldukları; kendilerini ders çalıştırmak ve ders takibi yapmakla sorumlu gördükleri anlaşılmıştır. Araştırmadan elde edilen sonuçlara göre, velilere okul başlamadan önce, birinci sınıfla ilgili olarak (okul ortamı, öğretmen, diğer öğrenciler, dersler) bilgilendirmeler yapılması önerilmektedir.

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Section: Discussionsupporting

confidence: 91%

Untitled

2020

ENAD

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“…First, the teachers were found to lack essential CBA knowledge and skills due to insufficient professional training. The finding on the lack of CBA literacy training for EFL teachers has been commonly reported in previous research (Xu, 2017 ; Xu & Liu, 2009 ). The study also revealed the necessity of professional training on CBA for in-service EFL teachers, echoing Lan and Fan’s ( 2019 ) study.…”

Section: Discussionsupporting

confidence: 78%

Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study

Yan

Zhang

Cheng

2021

Asia-Pacific Edu Res

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While there is extensive literature on how classroom-based assessment (CBA) can be effectively put into practice, little is known about its implementation in L2 contexts, especially in the young English-as-a-foreignlanguage (EFL) learner context. This study endeavored to investigate teachers' CBA practices and factors that might exert influences on them. A purposive sample of three EFL teachers from two primary schools participated in this case study. Our thematic analysis revealed that the potential of CBA in supporting young EFL learners' learning had not been fulfilled. The teachers failed to clarify such objectives and success criteria to their students. Despite the use of multiple assessments, the teachers relied heavily on formal assessments, with student-involving assessments being less frequently used. Moreover, there was a heavy reliance on norm-referenced assessment and evaluative feedback. It was also found that teachers' CBA practices faced complex challenges related to teacher, student, context and system factors. Practical implications for how CBA can be effectively implemented in similar EFL contexts are discussed.

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“…Assessment literacy is defined as teachers' knowledge, abilities and understanding of the concepts, and implementation of basic procedures set out in classroom assessments [1]. It is important because its effectiveness can influence educational decisions [2], such as improving the quality of instructions that drive expected achievement by testing, analyzing, interpreting and using student performance data aimed at identifying learning needs.…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of teacher classroom assessment literacy instrument using Rasch model analysis

Khalid

Yusof²,

Latif³

et al. 2023

IJERE

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<span lang="EN-US">A teacher classroom assessment literacy (TeCAL) instrument was developed to measure the level of teacher classroom assessment literacy in schools. TeCAL contains 66 multiple choice items with four options based on four constructs namely purpose, measurement, evaluation and use. Thus, this study aims to identify the psychometric properties of TeCAL using Rasch measurement model (RMM) analysis through Winstep software version 3.72.3. The findings show that the compatibility values of mean square (MNSQ) infit and outfit items ranged from 0.64 to 1.46 and 0.40 to 2.23, respectively. The value of MNSQ outfit was outside the set range, but still met the other fit statistics indicator which has a positive point measure correlation (PTMEA) value. In addition, the findings show that the empirical raw variance explained by measures is 38.2%. It was very close to the modeled value of 38.4% with the empirical unexplained variance in 1st contrast being 7.5% less than the maximum controlled 15%. Largest standardized residual correlations identified 10 pairs of dependent items to be less than 0.7. The person and item reliability index values were 0.94 and 0.89 with separation index values of 2.90 and 3.80, respectively. Overall, this psychometric analysis is crucial to ensure that the TeCAL instrument has good quality and meaningful to use.</span>

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Exploring Novice EFL Teachers’ Classroom Assessment Literacy Development: A Three-Year Longitudinal Study

Cited by 20 publications

References 15 publications

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Untitled

Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study

Psychometric properties of teacher classroom assessment literacy instrument using Rasch model analysis

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