Pre-Service Chinese Language Teachers' Conceptions of Assessment: A Person-Centered Perspective
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| Title: | Pre-Service Chinese Language Teachers' Conceptions of Assessment: A Person-Centered Perspective |
|---|---|
| Language: | English |
| Authors: | Lin Lin, Guan Ying Li (ORCID |
| Source: | Language Teaching Research. 2024 28(1):273-295. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Language Teachers, Teacher Education Programs, Chinese, Second Language Learning, Second Language Instruction, Student Evaluation, Profiles, Classification, Factor Analysis, Prior Learning, Overseas Employment, Masters Programs, International Schools, International Education, Universities, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1177/1362168821996529 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Teachers' conceptions of assessment are a significant indicator of teacher assessment literacy. This study contextualized pre-service teachers' conceptions of assessment in Chinese second language education. An exploratory factor analysis generated eight first-order factors and the following confirmatory factor analysis found a hierarchical model, reflecting a noticeable influence of prior learning experiences and official assessment regimes on conceptions. A follow-up latent profile analysis showed three profiles. Improvement-oriented was the most prevalent profile, but more than 40% of the participants were categorized as negative. The study substantiated the need to develop an integrative and balanced understanding of assessment in teacher education to prepare pre-service teachers for teaching in international contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1405510 |
| Database: | ERIC |
| Abstract: | Teachers' conceptions of assessment are a significant indicator of teacher assessment literacy. This study contextualized pre-service teachers' conceptions of assessment in Chinese second language education. An exploratory factor analysis generated eight first-order factors and the following confirmatory factor analysis found a hierarchical model, reflecting a noticeable influence of prior learning experiences and official assessment regimes on conceptions. A follow-up latent profile analysis showed three profiles. Improvement-oriented was the most prevalent profile, but more than 40% of the participants were categorized as negative. The study substantiated the need to develop an integrative and balanced understanding of assessment in teacher education to prepare pre-service teachers for teaching in international contexts. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/1362168821996529 |
