Research On The Relationship Between Senior High School English Teachers’ Conceptions And Practices On Classroom Assessment

Teachers’conceptions of classroom assessment refer to their views and attitudes about the purpose and nature of assessment.As a filter and guiding framework,teachers’conceptions of assessment influence their choice and construction of assessment methods and their interpretation of assessment information.Presently,the goal of assessment reform in basic education in China is to break with the traditional view of assessment aimed at school,teacher,or student accountability and construct a picture of assessment aimed at promoting learning and development.Studying the current state of teachers’conceptions and practices of classroom assessment and the factors influencing them plays a vital role in implementing learning-centered assessment practices.However,there needs to be more research on teachers’conceptions and practices of classroom assessment in China and even less analysis that explores the relationship between conceptions and practices of assessment using a combination of quantitative and qualitative research.In this study,169 high school English teachers in Zunyi were surveyed,12 teachers were interviewed,and four teachers were observed in the classroom.The following three questions were explored through a combination of quantitative and qualitative research:(1)What is the current situation of senior high school English teachers’classroom assessment conceptions and practices?(2)What is the relationship between English teachers’conceptions and practices of classroom assessment?(3)Is there any(in)consistency between classroom conceptions and practices among teachers interviewed and observed?What factors might account for it?The findings suggested that(1)there were four types of classroom assessment conceptions among senior secondary English teachers,namely assessment for“learning and development”,“student accountability”,“school and teacher accountability”,and assessment“irrelevance”.Teachers most strongly agreed that assessment promotes learning and development,followed by school and teacher accountability and student accountability.Teachers expressed strong disagreement with the conception that assessment was irrelevant.Conceptions of classroom assessment varied between teachers with different years of teaching experience,management positions,and assessment training.(2)The classroom assessment practices of senior high school English teachers included“performance assessment”,“promoting teaching and autonomy”,“objective assessment”,and“communicating assessment results”.The most common assessment method used by teachers in their daily teaching was objective assessment,while the least common assessment method was performance assessment.There were no significant differences in teachers’assessment practices according to demographic characteristics.(3)Teachers’conceptions of classroom assessment had a significant positive relationship with practices(R=0.544),which explained29.6%of the variation in assessment practices(R~2=0.296).Teachers’conceptions of improvement and accountability in classroom assessment had a positive impact on the four assessment practices.In contrast,the“irrelevance”conception had a significant negative impact on teachers’implementation of assessment practices that“promote teaching and autonomy”.(4)Twelve teachers interviewed in the study most recognized the role of assessment in promoting learning,but in practice,only three teachers could implement learning-based classroom assessment practices.Factors that influenced teachers’assessment conceptions and practices included:high-stakes testing policies,English curriculum standards,school management systems,and individual factors.This study examines the current status and relationship of teachers’conceptions and practices of classroom assessment and the factors that influence them.It aims to improve teachers’conceptions and practices of classroom assessment to promote learning-based classroom assessment.Further,this thesis provides useful suggestions for school administrators,English teaching researchers,and front-line teachers,including developing a correct conception of educational assessment and a sound teacher assessment system,as well as strengthening classroom assessment by enhancing teaching,research,and reflective practices.