A Chinese EFL Teacher's Classroom Assessment Practices

Autor/in	Wang, Xiaoying
Titel	A Chinese EFL Teacher's Classroom Assessment Practices
Quelle	In: Language Assessment Quarterly, 14 (2017) 4, S.312-327 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2017.1393819
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Oral Language; Documentation; Observation; Interviews; Student Journals; Evaluation Methods; Student Evaluation; Summative Evaluation; Formative Evaluation; College Faculty; Questionnaires; Student Surveys; Assignments; Speech Communication; Public Speaking; Case Studies; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Dokumentation; Beobachtung; Interviewing; Interviewtechnik; Studentenzeitung; Schulnote; Studentische Bewertung; Fakultät; Fragebogen; Schülerbefragung; Assignment; Auftrag; Zuweisung; Vortrag; Case study; Fallstudie; Case Study
Abstract	This article reports on a case study of how an experienced EFL teacher assessed her students in her oral English course at a university in China. Data were collected over one semester through document analysis, classroom observation and recording, interviews, and student journals. Analysis revealed that the teacher assessed her students through both summative assessment (SA) and formative assessment (FA), with some assessment practices serving both formative and summative purposes simultaneously (dual-purpose CA). Moreover, the teacher integrated her FA and SA in a productive way that pushed her students to make progress in an upward spiral. The article ends with a recommendation that experienced teachers' expertise on classroom assessment should be revealed and described, which may help teachers bridge the gap between assessment theories and classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01