Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters

Qin XIE, Yi CUI

Research output: Contribution to journalArticlespeer-review

Abstract

This multiple-case study investigated the experience of three preservice teachers who attempted formative assessment (FA) strategies in their English as a second language writing class during their teaching practicum in a secondary school in Hong Kong. Based on data from 17 lesson observations and 24 interviews, the study examined the three teachers’ implementation of FA strategies during cycles of pre-, while- and post-writing stages. Also analyzed are the teachers’ reflections on and their mentors’ and students’ evaluation of their FA implementation. The study found the teachers could translate their understanding of FA principles into teaching and assessment strategies appropriately, but the school’s accountability culture worked against their innovation. School mentors’ open-mindedness and support to their FA attempts were found to be crucial. The findings are discussed centering on key issues in the relational, developmental and contextual dimensions of the teaching practicum and their impact on preservice teachers’ practice and attitude. Copyright © 2021 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number101019
JournalStudies in Educational Evaluation
Volume70
Early online date10 Apr 2021
DOIs
Publication statusPublished - Sep 2021

Citation

Xie, Q., & Cui, Y. (2021). Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters. Studies in Educational Evaluation, 70. Retrieved from https://doi.org/10.1016/j.stueduc.2021.101019

Keywords

  • Formative assessment in L2 writing
  • Preservice teacher education
  • Teaching practicum
  • Mentoring

Fingerprint

Dive into the research topics of 'Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters'. Together they form a unique fingerprint.