Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong

By Ricky Lam. System (Linköping), 2019

114 citations recorded by the source corpus.

Abstract In this decade, assessment literacy has emerged as a significant research agenda. Yet, not much has been done to explore teacher assessment literacy in L2 writing. This study investigates what Hong Kong secondary school teachers know and think about, and how they practice classroom-based writing assessment through a questionnaire, telephone interviews, and classroom observations. The study qualitatively examines the extent to which sixty-six respondents achieved teacher assessment literacy from their perspectives, and which aspects of teacher assessment literacy needed further consolidation and why. Self-reported findings show that most respondents had pertinent assessment knowledge and positive conceptions about alternative writing assessments. Despite this, observation data indicate that some respondents had a partial understanding of assessment of learning (AoL) and assessment for learning (AfL), but not assessment as learning (AaL). In fact, when attempting AaL, the respondents could merely mimic its ‘procedures’ rather than internalise its ‘essence’. Implications are discussed concerning how to develop teacher assessment literacy in L2 writing classrooms.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/af6a83a78b638c07454b2ed0bcc7fa03b4570cc9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

  1. C. Coombe
  2. H. Vafadar
  3. H. Mohebbi

Citations in the corpus