Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study
Siyuan Shao
Abstract: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 fi… Show more
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