161 / 2018-08-01 12:13:21

Assessment literacy development under the framework of situated learning and community of practice: A case study of college EFL beginner teachers applying formative assessment in teaching

teachers' assessment literacy,situated learning,community of practice,teacher identity,teacher development;

全体主题 > 教师测评素养

Under the framework of situated learning and community of practice, this paper uses data from teacher narrative, classroom observation and teacher reflective journals to trace the development of assessment literacy of two EFL college teachers who join the assessment reform group in their faculty across a five-month period. Analysis reveals self-initiated professional learning, and the pedagogical, assessment, research, and interpersonal scaffolding from the team are the crucial factors that foster the development of formative assessment knowledge and skills of the two case teachers. Being the case of the de-centralized power relation in the group and distributed-cognition-based learning, the two teachers’ identity trajectories and interaction patterns with the team members do not share the feature of “centripetalism” as described in the framework. Based on these, this paper proposes a model of assessment literacy development in teacher communities of learning. Implications for enhancing EFL teachers’ assessment literacy are discussed.