Developing preservice English teachers’ assessment literacy through design-based research

Research output: Contribution to journalArticlespeer-review

Abstract

This report describes a teaching development grant (TDG) project that adopted a design-based research approach to enhance the language assessment literacy of preservice English teachers. In small groups, 92 preservice teachers engaged in test development projects, during which they developed tailor-made language tests for collaborating schools, implemented the tests, analysed responses, evaluated the tests, provided feedback to the schools, and wrote project reports. The assessment tasks they produced were annotated with detailed task features, categorised according to target skills, students and schools and stored in an online database open to incoming students and the world. 48 participants and users of the database evaluated their experience and the database via a questionnaire, which found a generally positive attitude towards the innovation but also several remaining issues to be addressed in the next iteration of the project. This project and the design-based research approach it adopted are applicable to preservice teacher training in other educational contexts as well as other areas of research interest. Copyright © 2021 International Review of Finance Ltd.
Original languageEnglish
Pages (from-to)460-465
JournalJournal of Education for Teaching
Volume47
Issue number3
Early online date26 Mar 2021
DOIs
Publication statusPublished - 2021

Citation

Xie, Q. (2021). Developing preservice English teachers’ assessment literacy through design-based research. Journal of Education for Teaching, 47(3), 460-465. doi: 10.1080/02607476.2021.1906155

Keywords

  • Teacher assessment literacy
  • Language assessment literacy
  • Design-based research
  • Preservice teacher education
  • Experience-based learning

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