{"title":"个人因素、经验因素和情境因素如何影响英语教师的评价观念:一项叙事研究","authors":"Yueting Xu, Jiayu Chen, Liyi He","doi":"10.1515/CJAL-2023-0206","DOIUrl":null,"url":null,"abstract":"Abstract While prior research suggests that teachers’ conceptions of assessment (CoA) are influenced by their personal characteristics, experiences, and specific sociocultural contexts, how these factors influence teachers’ CoA is still underexplored. This narrative study explores what teachers’ CoA are, as well as how influential factors mediate their CoA by drawing on data from narrative frames with 48 high school EFL teachers in China. Findings reveal that teachers commonly endorsed the improvement-oriented purpose of assessment. A range of factors is found to have exerted influences to different degrees on these conceptions, including personal factors (i.e., teachers’ agency in assessment), experiential factors [i.e., (anti-)apprenticeship of observation about assessment], and contextual factors (i.e., exam-oriented culture). These findings are discussed in terms of how teachers negotiate the improvement- and accountability-oriented purposes of assessment, as well as how teachers’ CoA are shaped by teacher agency, emotional experiences as assessees, and the exam-oriented culture. This paper concludes with implications for research on teachers’ CoA and policy, practice, and professional development of teacher assessment literacy.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"46 1","pages":"237 - 252"},"PeriodicalIF":1.0000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study\",\"authors\":\"Yueting Xu, Jiayu Chen, Liyi He\",\"doi\":\"10.1515/CJAL-2023-0206\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract While prior research suggests that teachers’ conceptions of assessment (CoA) are influenced by their personal characteristics, experiences, and specific sociocultural contexts, how these factors influence teachers’ CoA is still underexplored. This narrative study explores what teachers’ CoA are, as well as how influential factors mediate their CoA by drawing on data from narrative frames with 48 high school EFL teachers in China. Findings reveal that teachers commonly endorsed the improvement-oriented purpose of assessment. A range of factors is found to have exerted influences to different degrees on these conceptions, including personal factors (i.e., teachers’ agency in assessment), experiential factors [i.e., (anti-)apprenticeship of observation about assessment], and contextual factors (i.e., exam-oriented culture). These findings are discussed in terms of how teachers negotiate the improvement- and accountability-oriented purposes of assessment, as well as how teachers’ CoA are shaped by teacher agency, emotional experiences as assessees, and the exam-oriented culture. This paper concludes with implications for research on teachers’ CoA and policy, practice, and professional development of teacher assessment literacy.\",\"PeriodicalId\":43185,\"journal\":{\"name\":\"Chinese Journal of Applied Linguistics\",\"volume\":\"46 1\",\"pages\":\"237 - 252\"},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Chinese Journal of Applied Linguistics\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1515/CJAL-2023-0206\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese Journal of Applied Linguistics","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1515/CJAL-2023-0206","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
Abstract While prior research suggests that teachers’ conceptions of assessment (CoA) are influenced by their personal characteristics, experiences, and specific sociocultural contexts, how these factors influence teachers’ CoA is still underexplored. This narrative study explores what teachers’ CoA are, as well as how influential factors mediate their CoA by drawing on data from narrative frames with 48 high school EFL teachers in China. Findings reveal that teachers commonly endorsed the improvement-oriented purpose of assessment. A range of factors is found to have exerted influences to different degrees on these conceptions, including personal factors (i.e., teachers’ agency in assessment), experiential factors [i.e., (anti-)apprenticeship of observation about assessment], and contextual factors (i.e., exam-oriented culture). These findings are discussed in terms of how teachers negotiate the improvement- and accountability-oriented purposes of assessment, as well as how teachers’ CoA are shaped by teacher agency, emotional experiences as assessees, and the exam-oriented culture. This paper concludes with implications for research on teachers’ CoA and policy, practice, and professional development of teacher assessment literacy.
期刊介绍:
The Chinese Journal of Applied Linguistics (CJAL) (formerly known as Teaching English in China – CELEA Journal) was created in 1978 as a newsletter by the British Council, Beijing. It is the affiliated journal of the China English Language Education Association (founded in 1981 and now the Chinese affiliate of AILA [International Association of Applied Linguistics]). The Chinese Journal of Applied Linguistics is the only English language teaching (ELT) journal in China that is published in English, serving as a window to Chinese reform on ELT for professionals in China and around the world. The journal is internationally focused, fully refereed, and its articles address a wide variety of topics in Chinese applied linguistics which include – but also reach beyond – the topics of language education and second language acquisition.