Keywords
College foreign language teachers
Assessment literacy
Assessment for learning
Submitted : 2024-03-24
Accepted : 2024-04-08
Published : 2024-04-23
Abstract
In the current realm of college foreign language education, the diversification of students’ learning needs underscores the necessity of effectively implementing 'assessment for learning' via assessment practices, thereby presenting fresh demands for the enhancement of assessment literacy among college foreign language instructors. Based on positive psychology, this study took some college foreign language teachers from Henan Province of China as the research subjects, explored the current status and existing problems of their assessment literacy through questionnaires and interviews, and analyzed the constraints hindering the enhancement of their assessment literacy. Additionally, to further investigate the effectiveness of positive psychology interventions in enhancing their assessment literacy, the researcher conducted two rounds of classroom observations involving a comparative analysis of pre- and post-intervention assessments to investigate the impact of post-intervention assessments on various aspects such as teaching quality, students’ learning outcomes, as well as their personality traits. The results revealed that positive assessment and feedback from college foreign language teachers can contribute to shaping students’ positive personality traits, igniting their motivation and potential for learning, and ultimately enhancing teaching effectiveness. Through assessment practices, genuine efforts can be made to implement assessment for learning, ultimately promoting students’ comprehensive development.
References
Seligman MEP, Csikszentmihalyi M, 2000, Positive Psychology: An Introduction. American Psychologist, 55(1): 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Peterson C, 2006, A Primer in Positive Psychology. Oxford University Press, New York.
Lopez SJ, Snyder CR, 2009, Oxford Handbook of Positive Psychology (2nd ed.). Oxford University Press, Oxford.
Jiang G, Li C, 2017, SLA Research in the Positive Psychology Perspective: Review and Prospects. Foreign Language World, 5: 32–39.
Lake J, 2013, 13. Positive L2 Self: Linking Positive Psychology with L2 Motivation, in Language Learning Motivation in Japan. Blue Ridge Summit: Multilingual Matters, Bristol, 225–244.
MacIntyre PD, Gregersen T, 2012, Emotions that Facilitate Language Learning: The Positive-Broadening Power of the Imagination. Studies in Second Language Learning and Teaching, 2(2): 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
Méndez-López MG, 2011, The Motivational Properties of Emotions in Foreign Language Learning. Colombian Applied Linguistics Journal, 13(2): 43–58. https://doi.org/10.14483/22487085.3764
Mercer S, MacIntyre PD, 2014, Introducing Positive Psychology to SLA. Studies in Second Language Learning and Teaching, 4(2): 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2
Oxford R, 2016, 2. Toward a Psychology of Well-Being for Language Learners: The ‘EMPATHICS’ Vision, in Positive Psychology in SLA. Blue Ridge Summit: Multilingual Matters, Bristol, 10–88.
Fresacher C, 2016, 15. Why and How to Use Positive Psychology Activities in the Second Language Classroom, in Positive Psychology in SLA. Blue Ridge Summit: Multilingual Matters, Bristol, 344–358.
Dewaele J, Chen X, Padilla AM, et al., 2019, The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology, 10: 2128. https://doi.org/10.3389/fpsyg.2019.02128
Gregersen T, MacIntyre P, Meza M, 2016, 6 Positive Psychology Exercises Build Social Capital for Language Learners: Preliminary Evidence, in Positive Psychology in SLA. Blue Ridge Summit: Multilingual Matters, Bristol, 147–167.
Wang Y, Derakhshan A, Zhang LJ, 2021, Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions. Frontiers in Psychology, 12: 731721. https://doi.org/10.3389/fpsyg.2021.731721
Stiggins RJ, 1991, Relevant Classroom Assessment Training for Teachers. Educational Measurement: Issues and Practice, 10(1): 7–12.
Fulcher G, 2012, Assessment Literacy for the Language Classroom. Language Assessment Quarterly, 9(2): 113–132. https://doi.org/10.1080/15434303.2011.642041
Popham WJ, 2009, Assessment Literacy for Teachers: Faddish or Fundamental? Theory into Practice, 48(1): 4–11. https://doi.org/10.1080/00405840802577536
Xu Y, Brown GTL, 2016, Teacher Assessment Literacy in Practice: A Reconceptualization. Teaching and Teacher Education, 58: 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Larsari VN, 2021, An Investigation into Teacher Assessment Literacy (TAL) of Learners’ Writing Developments: Impact on Learners Writing Achievements and Implications for Teacher Development. The Social Science Journal, 9(1): 93–100. https://doi.org/10.24200/jsshr.vol9iss01pp93-100
Coombe C, Troudi S, Al-Hamly M, 2012, Foreign and Second Language Teacher Assessment Literacy: Issues, Challenges and Recommendations, in The Cambridge Guide to Second Language Assessment. Cambridge University Press, Cambridge, 20–29.
Malone ME, 2013, The Essentials of Assessment Literacy: Contrasts between Testers and Users. Language Testing, 30(3): 329–344. https://doi.org/10.1177/0265532213480129
Mertler CA, 2009, Teachers’ Assessment Knowledge and Their Perceptions of the Impact of Classroom Assessment Professional Development. Improving Schools, 12(2): 101–113. https://doi.org/10.1177/1365480209105575
Zhu W, 2004, Faculty Views on the Importance of Writing, the Nature of Academic Writing, and Teaching and Responding to Writing in the Disciplines. Journal of Second Language Writing, 13(1): 29–48. https://doi.org/10.1016/j.jslw.2004.04.004
McMillan JH, 2005, Understanding and Improving Teachers’ Classroom Assessment Decision Making: Implications for Theory and Practice. Educational Measurement: Issues and Practice, 22(4): 34–43. https://doi.org/10.1111/j.1745-3992.2003.tb00142.x
Cote Parra G, López AA, 2024, Examining the Assessment Practices of Foreign Language Novice Teachers. Profile: Issues in Teachers’ Professional Development, 26(1): 97–113. http://dx.doi.org/10.15446/profile.v26n1.106384
Vogt K, Tsagari D, 2014, Assessment Literacy of Foreign Language Teachers: Findings of a European Study. Language Assessment Quarterly, 11(4): 374–402. https://doi.org/10.1080/15434303.2014.960046
Guerin EMC, 2010, Initial Findings from a Pilot Italian Study of Foreign Language Teachers’ Stated Language Assessment Knowledge-base and Needs. Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching, Vol.4.
Herrera L, Macías DF, 2015, A Call for Language Assessment Literacy in the Education and Development of English Language Teachers. Colombian Applied Linguistics Journal, 17(2): 302–312. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a09
Sulaiman D, Marandi SS, Tajik L, 2021, The Status Quo of Language Assessment Literacy among Syrian EFL Teachers. Applied Research on English Language, 10(2): 33–60. https://doi.org/10.22108/ARE.2021.126136.1657
Rad MR, 2019, The Impact of EFL Teachers’ Assessment Literacy on Their Assessment Efficiency in Classroom. Britain International of Linguistics, Arts and Education, 1(1): 9–17. https://doi.org/10.33258/biolae.v1i1.14
Umam A, Indah YA, 2020, Exploring In-Service TEYL Teachers’ Assessment Literacy: Implication For Continuing Professional Development. Journal of English Educators Society, 5(1): 47–51. https://doi.org/10.21070/jees.v5i1.364
Alkharusi H, 2013, Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies. International Journal of Instruction, 6(1): 21–38.
Xu Y, Brown GTL, 2017, University English Teacher Assessment Literacy: A Survey-Test Report from China. Papers in Language Testing and Assessment, 6(1): 133–158. https://doi.org/10.58379/UZON5145
Nurlely L, 2022, 7th Annual International Seminar on English Language Teaching (AISELT), September 26, 2022: Revitalizing the Importance of Language Assessment Literacy. Department of English Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Indonesia.