Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers

Abstract Assessment has had an enduring influence on teaching and learning English as a Foreign Language (EFL). The conceptualization and enactment of formative assessment as an integral foundation of learning-oriented assessment (LOA) has become the focus of recent studies, reflecting the mandated role of formative assessment in educational policies such as the national curriculum in China. However, it remains largely unexplored how junior high school EFL teachers in China understand and interpret formative assessment in response to policy imperatives and the enactment of learning-oriented assessment practices in classes that often focus on test preparation. To address the gap, this article reports a case study of three junior high school EFL teachers in a southwest city in China in order to explore their assessment beliefs and learning-oriented classroom assessment practices. The data collected included 15 audio-recorded classroom observations and three semi-structured audio-recorded interviews. The three teachers interpreted the concept of LOA in different ways and their classroom practices reflected these understandings. Despite working in a heavily exam-oriented context, the teachers were observed to provide contingent oral feedback to their learners, help learners develop their understanding through learner-centered tasks and interactions where learners were positioned as resources for each other through grouping and peer-assessment opportunities, and encourage learner autonomy. These findings point to ways in which LOA can be realized within exam-oriented English language learning contexts.