The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

Abstract

AbstractReleased in 2018, China’s Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among 233 university EFL teachers in China. Using a self-designed questionnaire assessing current LAL and CSE assessment literacy, the findings indicate that the teachers’ self-assessed LAL, classified into high, moderate, and low LAL profiles, was generally unsatisfactory. Awareness of the principles was highest in teachers with a moderate LAL profile and was minimal in teachers with a low profile. Proficiency in “CSE Background,” “Competence Classification,” and “Table Scales” was closely linked to elevated LAL profiles. Specifically, “CSE Background” improved LAL across low and moderate profiles, while “Competence Classification” and “Table Scales” mainly benefited the moderate profile, informing effective LAL and CSE training strategies.