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Developing Language Assessment Literacy: Formative Assessment Practice from Pre-service Teacher to Novice Teacher.

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Title: Developing Language Assessment Literacy: Formative Assessment Practice from Pre-service Teacher to Novice Teacher.
Authors: Shao, Siyuan1 (AUTHOR) shisussy@shisu.edu.cn
Source: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Aug2025, Vol. 34 Issue 4, p1507-1517. 11p.
Subject Terms: *Beginning teachers, *Language teachers, *Language ability testing, *Assessment of education, *Formative evaluation
Abstract: While Formative assessment (FA) has been researched exponentially, little is known about FA practice from pre-service teacher to novice teacher and their implementation in real teaching context. The current study attempts to fill this gap by exploring how two novice EFL teachers implement FA activities in the Chinese K-12 context. Data were collected over three semesters through semi-structure interviews, classroom observations, stimulated recall interviews, and reflective journals. It was found that the two teachers' Language assessment literacy (LAL) trajectories evolved over time. They developed more conceptual knowledge of FA, took initiatives to FA trials and practiced their assessment skills, became more aware of the social and emotional aspects of LAL in their FA practice, demonstrating the importance of teacher learning, agency and reflection in FA implementation. The accumulated FA experiences prompted the teachers to progress in their FA enactment from familiarization to adaptation, and from application to development, suggesting LAL development is highly experiential. The findings call for attention to how LAL development in relation to FA practices can be better supported. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Developing Language Assessment Literacy: Formative Assessment Practice from Pre-service Teacher to Novice Teacher.
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  Data: *<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink>
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  Data: While Formative assessment (FA) has been researched exponentially, little is known about FA practice from pre-service teacher to novice teacher and their implementation in real teaching context. The current study attempts to fill this gap by exploring how two novice EFL teachers implement FA activities in the Chinese K-12 context. Data were collected over three semesters through semi-structure interviews, classroom observations, stimulated recall interviews, and reflective journals. It was found that the two teachers' Language assessment literacy (LAL) trajectories evolved over time. They developed more conceptual knowledge of FA, took initiatives to FA trials and practiced their assessment skills, became more aware of the social and emotional aspects of LAL in their FA practice, demonstrating the importance of teacher learning, agency and reflection in FA implementation. The accumulated FA experiences prompted the teachers to progress in their FA enactment from familiarization to adaptation, and from application to development, suggesting LAL development is highly experiential. The findings call for attention to how LAL development in relation to FA practices can be better supported. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s40299-024-00961-z
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      – Code: eng
        Text: English
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      – SubjectFull: Beginning teachers
        Type: general
      – SubjectFull: Language teachers
        Type: general
      – SubjectFull: Language ability testing
        Type: general
      – SubjectFull: Assessment of education
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      – SubjectFull: Formative evaluation
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              Text: Aug2025
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