ArticleFrontiers in psychology2022
Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers' beliefs and practices.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Exploring EFL teachers' beliefs and practices of formative assessment in Chinese context.PloS one · 2025Article
- Social Media as a Tool for Informal Spanish Learning: A Phenomenological Study of Chinese Students' Behaviour in Spain.Behavioral sciences (Basel, Switzerland) · 2024Article
- Article
- From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher's Cognitions About Her Professional Development.Frontiers in psychology · 2022Article
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Authors and funding
3 authors.
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Abstract
Classroom-based assessment (CBA) is an approach for learning improvement that has been advocated as having strong potential in enhancing learner autonomy of young language learners (YLLs). This study investigated Chinese primary school English as a foreign language (EFL) teachers' beliefs about CBA, their assessment practices, and the relationship between their CBA beliefs and practices. Drawing on data from a survey of 195 Chinese primary school EFL teachers, results showed that the teachers positively believed in the value of various CBA processes, including planning assessment, collecting learning evidence, making professional judgments and providing appropriate feedback, and they also attempted to enact these assessment practices; belief-practice alignment was also identified, showing that teachers' beliefs about CBA were significant predictors of their assessment practices. Implications are provided for promoting the implementation of CBA for YLLs in similar contexts.
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