Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices

Frontiers in Psychology

article

Qiaozhen Yan¹  Lawrence Jun Zhang²  Helen R. Dixon² 

[1] School of Foreign Languages and Culture, Chongqing University;Faculty of Education and Social Work, University of Auckland

关键词: Classroom-based assessment;    Young language learners;    Teachers' beliefs;    Chinese English-as-a-foreign-language learners;    Teacher Education;    China;   

DOI  :  10.3389/fpsyg.2022.1051728

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Classroom-based assessment (CBA) is an approach for learning improvement that has been advocated as having strong potential in enhancing learner autonomy of young language learners (YLLs). This study investigated Chinese primary school EFL teachers’ beliefs about CBA, their assessment practices, and the relationship between their CBA beliefs and practices. Drawing on data from a survey of 195 Chinese primary school English as a foreign language (EFL) teachers, results showed that the teachers positively believed in the value of various CBA processes, including planning assessment, collecting learning evidence, making professional judgements and providing appropriate feedback, and they also attempted to enact these assessment practices; belief-practice alignment was also identified, showing that teachers’ beliefs about CBA were significant predictors of their assessment practices. Implications are provided for promoting the implementation of CBA for YLLs in similar contexts.

【 授权许可】

CC BY