Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey

Abstract

Abstract Formative assessment has become an increasingly popular topic in educational reform since the publication of Black and Wiliam’s (1998) highly influential review article. In China, formative assessment has been promoted by the Ministry of Education in its curriculum standards for over two decades. A lack of implementation in classrooms has been attributed to the lack of assessment literacy among classroom teachers. A 12-week professional development program was designed and implemented for a group of five secondary school EFL teachers in China aiming at developing their classroom-based formative assessment literacy. The program took the form of collaborative action research in which a researcher joined the teachers to form a community of practice for continuing professional development. This paper focuses on one teacher’s growth in assessment literacy for classroom-based formative assessment. Classroom video recordings and interviews were transcribed and coded using NVivo 12. Baseline data indicated that the teacher lacked the knowledge and beliefs needed to conduct formative assessment. She did not have clear targets for teaching, learning and assessment; and she did not make any targets clear to her students. In addition, the teacher’s assessment practices did not aim to improve student subject core competencies as stipulated in the senior secondary English language curriculum. By the end of the program, the teacher’s knowledge, beliefs and practices in formative assessment were significantly enhanced. In particular, her goal setting for classroom teaching, learning and assessment was intentionally aligned with the development of subject core competencies. More cycles of formative assessment practices were found to help students close the learning gaps and achieve their learning goals. These findings lend encouraging support to the feasibility of teachers developing formative assessment literacy within a continuing professional development framework.