A STUDY ON ASSESSMENT LITERACY OF FOREIGN LANGUAGE TEACHERS IN CHINESE COLLEGES AND UNIVERSITIES

Author

Ling Zhang

Year of Award

2024

Document Type

Dissertation - Campus Access Only

Degree Type

Doctor of Philosophy (PhD)

Degree Name

International Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

John Matt

Commitee Members

William P. McCaw, Erica Allen, Liqin Tang, Beverly Ann Chin

Abstract

Assessment literacy is essential for teachers in higher education as it directly influences the quality of assessment practices. This, in turn, impacts students’ academic performance, their competitiveness in the job market, and the overall reputation of colleges and universities. Existing studies on assessment literacy in China have largely focused on English teachers at the primary and middle school levels, there is a notable gap in studies specifically addressed in this study. Foreign language teachers in higher education are addressed by focusing on foreign language teachers in Chinese colleges and universities. The aim of this study is to evaluate higher education teacher’s current proficiency in assessment literacy. Additionally, the relationship between teachers’ assessment literacy and students’ academic performance was examined.

A questionnaire was used to collect data, and SPSS software was employed for data analysis. The findings indicated that the overall proficiency level of assessment literacy among foreign language teachers in Chinese colleges and universities was low, though they performed better in selecting assessment methods that were appropriate for instructional decisions. Additionally, there was a moderate positive relationship between teachers’ assessment literacy and students’ academic performance, suggesting that teachers with higher assessment literacy positively impact students’ academic outcomes. Effective assessment practices not only reflected student performance and progress, but also enhanced students’ confidence and motivation. The factors of educational background and teachers’ perceived experience in assessment literacy were shown to affect students’ proficiency levels in assessment literacy. Teachers with Doctoral degrees demonstrated higher proficiency levels in assessment literacy compared to those with Master’s degree. Furthermore, teachers’ perceived experience in assessment literacy positively influenced their proficiency, highlighting the importance of self-efficacy and motivation in developing assessment literacy.

These new findings contribute to the literature on assessment literacy, particularly within the context of higher education. The sample for this study predominantly was from northern China. Future research would benefit from including a larger, more diverse sample from various regions. Therefore, improving the assessment literacy of foreign language teachers requires a collaborative effort among educators, universities, and policymakers to develop a comprehensive framework that incorporates multiple perspectives.

Recommended Citation

Zhang, Ling, "A STUDY ON ASSESSMENT LITERACY OF FOREIGN LANGUAGE TEACHERS IN CHINESE COLLEGES AND UNIVERSITIES" (2024). Graduate Student Theses, Dissertations, & Professional Papers. 12404.
https://scholarworks.umt.edu/etd/12404