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

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

• Lam, Ricky Hong Kong Baptist University

System, 81(0), 78-89, 2019

Elsevier Ltd.

2019

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Teacher Assessment Literacy Classroom-based Assessment L2 Writing Writing Teacher Education

• Hong Kong

• 1997.7 onwards

• Secondary Education

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.
[Copyright of System is the property of Elsevier Ltd.]

• English

Journal Articles

• 0346251X

• 10.1016/j.system.2019.01.006

https://bibliography.lib.eduhk.hk/en/bibs/bbd35208

2020-08-26