A Narrative Inquiry On Classroom Assessment Of Chinese College English Teachers

The Overall Plan for Deepening the Educational Evaluation Reform in the New Era,released in October 2020 clarified the goals for comprehensively deepening evaluation reform in the new era and building an education evaluation system based in China and facing the world.The scheme provides a theoretical basis for university teachers to carry out classroom assessment activities.Although classroom assessment is gradually being valued by more and more educators,in the actual teaching process,many teachers do not really understand the core meaning of classroom assessment.With the advancement of foreign language education reform in my country,it is urgent to help teachers master the knowledge of classroom assessment and carry out classroom assessment activities so as to improve the reliability and validity of classroom assessment for foreign language teachers in colleges and universities.Based on the framework of social construction theory and students’ cognitive learning theory that teachers use to carry out assessment activities in the classroom,this study adopts the method of narrative inquiry to conduct a case study on the assessment knowledge and practice of three English teachers in colleges,mainly through three research tools.Information was collected,including initial and in-depth interviews and classroom observations to mine each teacher’s interpretation of their classroom assessment practices and observe students’ participation in classroom assessment activities.According to the above three kinds of data,the author analyzes,classifies and summarizes to form six narrative stories(two narrative stories for each teacher).The results of this study are as follows: Firstly,the three college English teachers not only have general classroom assessment knowledge and behavior,but also have unique individual characteristics,that is,each teacher has special classroom assessment knowledge and corresponding assessment behavior.Secondly,the main factors that affect the three college English teachers’ classroom assessment knowledge and behavior include teachers’ understanding of students,learning process,teachers’ personal learning and teaching experience,educational policy and role orientation.Thirdly,there are both consistency and contradiction between the classroom assessment knowledge practice of the three college English teachers.The research results show that teachers’ classroom assessment knowledge is the result of social construction,and it is practical knowledge formed through interaction and reflection in long-term teaching.This study also puts forward suggestions for future related research.According to the English ability of different students,what kind of classroom assessment method is the most effective for teachers to adopt,and how to help teachers implement effective classroom assessment and other aspects to carry out further discussion and research.