Yan Qiaozhen, Zhang Lawrence Jun, Dixon Helen R
School of Foreign Languages and Culture, Chongqing University, Chongqing, China.
Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand.
Front Psychol. 2022 Nov 14;13:1051728. doi: 10.3389/fpsyg.2022.1051728. eCollection 2022.
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 English as a foreign language (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 EFL teachers, results showed that the teachers positively believed in the value of various CBA processes, including planning assessment, collecting learning evidence, making professional judgments 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.
基于课堂的评估（CBA）是一种促进学习改进的方法，有人主张它在增强年轻语言学习者（YLLs）的学习自主性方面具有巨大潜力。本研究调查了中国小学英语作为外语（EFL）教师对CBA的看法、他们的评估实践，以及他们的CBA信念与实践之间的关系。基于对195名中国小学EFL教师的调查数据，结果显示，教师们积极认可各种CBA流程的价值，包括规划评估、收集学习证据、做出专业判断和提供适当反馈，并且他们也尝试实施这些评估实践；还发现了信念与实践的一致性，表明教师对CBA的信念是其评估实践的重要预测因素。研究为在类似背景下促进对年轻语言学习者实施CBA提供了启示。
