Abstract
Although assessment plays a critical role in English reading teaching, studies exploring teachers’ reading assessment literacy are comparatively rare. This study investigated 199 Chinese junior high school EFL teachers’ knowledge, skills, and conceptions of reading assessment through a questionnaire, which was validated through structural equation modeling (SEM). Results showed that the teachers reported pertinent knowledge, professional skills, and positive conceptions about English reading assessment, but some teachers still lacked certain educational assessment knowledge, failed to effectively select English reading materials and design reading assessment tasks, and neglected the impact of English reading assessment on the macro social environment. Implications were discussed concerning how to improve teachers’ assessment literacy in English reading teaching.
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