Language Assessment Literacy Development: An Ethnographic Case Study on University English Instructors in China
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| Title: | Language Assessment Literacy Development: An Ethnographic Case Study on University English Instructors in China |
|---|---|
| Language: | English |
| Authors: | Ling Gan, Ricky Lam |
| Source: | Springer. 2026. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: http://www.springer.com |
| Peer Reviewed: | N |
| Page Count: | 195 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers; Administrators |
| Document Type: | Book Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Faculty, Language Teachers, Second Language Instruction, English (Second Language), Ethnography, Language Tests, Assessment Literacy |
| Geographic Terms: | China |
| DOI: | 10.1007/978-981-95-2325-2 |
| ISBN: | 978-981-9523-24-5 |
| Abstract: | This book investigates the development of language assessment literacy (LAL) among university English instructors in the Chinese context. It examines their localised LAL needs in the natural teaching contexts and also documents LAL developmental trajectories by tracking how instructors acquire, enhance, and sustain LAL through engagement in assessment practices. Furthermore, the book explores the construction of instructors' assessment identities alongside their LAL development. Finally, the study analyses how contextual, experiential, and personal factors influence instructors' LAL development, probes challenges and opportunities they may encounter, and explores how they mobilise these dynamics to enhance their LAL and construct their assessment identities. The findings offer practical insights for university English instructors, university/department administrators, assessment trainers/training providers. These insights serve as guidance for enhancing instructors' LAL, thereby improving assessment quality within Chinese universities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680703 |
| Database: | ERIC |
| Abstract: | This book investigates the development of language assessment literacy (LAL) among university English instructors in the Chinese context. It examines their localised LAL needs in the natural teaching contexts and also documents LAL developmental trajectories by tracking how instructors acquire, enhance, and sustain LAL through engagement in assessment practices. Furthermore, the book explores the construction of instructors' assessment identities alongside their LAL development. Finally, the study analyses how contextual, experiential, and personal factors influence instructors' LAL development, probes challenges and opportunities they may encounter, and explores how they mobilise these dynamics to enhance their LAL and construct their assessment identities. The findings offer practical insights for university English instructors, university/department administrators, assessment trainers/training providers. These insights serve as guidance for enhancing instructors' LAL, thereby improving assessment quality within Chinese universities. |
|---|---|
| ISBN: | 978-981-9523-24-5 |
| DOI: | 10.1007/978-981-95-2325-2 |
