许悦婷,陈嘉雨,何莉怡
Yueting XU,Jiayu CHEN,Liyi HE

• 1:华南师范大学外文学院

摘要(Abstract)：

已有研究表明教师的评估观受其个人特征、经历和特定的社会文化背景影响，但这些因素如何影响教师的评估观尚未得到充分研究。本研究基于48名中国高中英语教师的叙述框架数据，探究教师评估观及其影响因素。结果显示，教师普遍认同以促学为导向的评估目的；一系列因素对教师的评估观产生了不同程度的影响，包括个人因素（教师的主观能动性）、经历因素（教师对评估的[反]学徒式观察）以及环境因素（应试文化）。本文进而讨论了教师如何在促学导向的评估目的和问责导向的评估目的之间进行磋商与妥协，以及教师主观能动性、作为被评估者的情感体验和应试文化如何塑造教师评估观。研究对教师评估观研究以及教师评估素养政策、实践和专业发展具有重要启示。
While prior research suggests that teachers' conceptions of assessment(CoA) are influenced by their personal characteristics, experiences, and specific sociocultural contexts, how these factors influence teachers' CoA is still underexplored. This narrative study explores what teachers' CoA are, as well as how influential factors mediate their CoA by drawing on data from narrative frames with 48 high school EFL teachers in China. Findings reveal that teachers commonly endorsed the improvement-oriented purpose of assessment. A range of factors is found to have exerted influences to different degrees on these conceptions, including personal factors(i.e., teachers' agency in assessment), experiential factors [i.e.,(anti-)apprenticeship of observation about assessment], and contextual factors(i.e., exam-oriented culture). These findings are discussed in terms of how teachers negotiate the improvement-and accountability-oriented purposes of assessment, as well as how teachers' CoA are shaped by teacher agency, emotional experiences as assessees, and the exam-oriented culture. This paper concludes with implications for research on teachers' CoA and policy, practice, and professional development of teacher assessment literacy.

关键词(KeyWords)： 教师评估观;影响因素;中国英语教师;叙事研究
teachers' CoA;influential factors;Chinese EFL teachers;narrative study

Abstract:

Keywords:

基金项目(Foundation): supported by the National Social Science Foundations (Grant No. 21BYY121)

作者(Author): 许悦婷,陈嘉雨,何莉怡
Yueting XU,Jiayu CHEN,Liyi HE

参考文献(References)：

• Bandura,A.(2018).Toward a psychology of human agency:Pathways and reflections.Perspectives on Psychological Science,13(2),130-136.https://doi.org/10.1177/1745691617699280
• Barkhuizen,G.(2014).Revisiting narrative frames:An instrument for investigating language teaching and learning.System,47,12-27.https://doi.org/10.1016/j.system.2014.09.014
• Barkhuizen,G.,Benson,P.,&Chik,A.(2014).Narrative inquiry in language teaching and learning research.Routledge.https://doi.org/10.4324/9780203124994
• Barkhuizen,G.,&Wette,R.(2008).Narrative frames for investigating the experiences of language teachers.System,36(3),372-387.https://doi.org/10.1016/j.system.2008.02.002
• Barnes,N.,Fives,H.,&Dacey,C.M.(2015).Teachers’beliefs about assessment.In H.Fives&M.G.Gill(Eds.),International handbook of research on teachers’beliefs (1st ed.,pp.284-300).Routledge.https://doi.org/10.4324/9780203108437
• Barnes,N.,Fives,H.,&Dacey,C.M.(2017).U.S.teachers’conceptions of the purposes of assessment.Teaching and Teacher Education,65,107-116.https://doi.org/10.1016/j.tate.2017.02.017
• Bell,J.S.(2002).Narrative inquiry:More than just telling stories.TESOL Quarterly,36(2),207.https://doi.org/10.2307/3588331
• Benesch,S.(2018).Emotions as agency:Feeling rules,emotion labor,and English language teachers’decision-making.System,79,60-69.https://doi.org/10.1016/j.system.2018.03.015
• Berry,R.,&Adamson,B.(Eds.).(2011).Assessment reform in education:Policy and practice(Vol.14).Springer Science&Business Media.https://doi.org/10.1007/978-94-007-0729-0
• Biesta,G.,Priestley,M.,&Robinson,S.(2015).The role of beliefs in teacher agency.Teachers and Teaching,21(6),624-640.https://doi.org/10.1080/13540602.2015.1044325
• Bonner,S.M.(2016).Teachers’perceptions about assessment:Competing narratives.In G.T.L.Brown&L.R.Harris(Eds.),Handbook of human and social conditions in assessment(1st ed.,pp.21-39).Routledge.https://doi.org/10.4324/9781315749136
• Brown,G.T.L.(2004).Teachers’conceptions of assessment:Implications for policy and professional development.Assessment in Education:Principles,Policy&Practice,11(3),301-318.https://doi.org/10.1080/0969594042000304609
• Brown,G.T.L.,&Gao,L.(2015).Chinese teachers’conceptions of assessment for and of learning:Six competing and complementary purposes.Cogent Education,2(1),1-19.https://doi.org/10.1080/2331186X.2014.993836
• Brown,G.T.L.,Gebril,A.,&Michaelides,M.P.(2019).Teachers’conceptions of assessment:A global phenomenon or a global localism.Frontiers in Education,4,1-3.https://doi.org/10.3389/feduc.2019.00016
• Brown,G.T.L.,Gebril,A.,Michaelides,M.P.,&Remesal,A.(2018).Assessment as an emotional practice:Emotional challenges faced by L2 teachers within assessment.In J.de D.M.Agudo (Ed.),Emotions in second language teaching:Theory,research and teacher education (pp.205-222).Springer.https://doi.org/10.1007/978-3-319-75438-3
• Brown,G.T.L.,Hui,S.K.F.,Yu,F.W.M.,&Kennedy,K.J.(2011).Teachers’conceptions of assessment in Chinese contexts:A tripartite model of accountability,improvement,and irrelevance.International Journal of Educational Research,50(5-6),307-320.https://doi.org/10.1016/j.ijer.2011.10.003
• Brown,G.T.L.,Kennedy,K.J.,Fok,P.K.,Chan,J.K.S.,&Yu,W.M.(2009).Assessment for student improvement:Understanding Hong Kong teachers’conceptions and practices of assessment.Assessment in Education:Principles,Policy&Practice,16(3),347-363.https://doi.org/10.1080/09695940903319737
• Bu,Y.,&Han,X.(2019).Promoting the development of backbone teachers through university-school collaborative research:The case of New Basic Education(NBE) reform in China.Teachers and Teaching:Theory and Practice,25(2),200-219.https://doi.org/10.1080/13540602.2019.1568977
• Cancino,M.,Durán,M.,&Solorza,C.(2020).What learning can do to teaching:Assessing the impact of apprenticeship of observation on pre-service teachers’beliefs.English Teaching&Learning,44(3),297-312.https://doi.org/10.1007/s42321-019-00044-z
• Carless,D.(2011).From testing to productive student learning:Implementing formative assessment in Confucian-heritage settings.Routledge.https://doi.org/10.4324/9780203128213
• Chen,J.,&Brown,G.T.L.(2018).Chinese secondary school students’conceptions of assessment and achievement emotions:Endorsed purposes lead to positive and negative feelings.Asia Pacific Journal of Education,38(1),91-109.https://doi.org/10.1080/02188791.2018.1423951
• Chen,J.,&Teo,T.(2019).Chinese school teachers’conceptions of high-stakes and low-stakes assessments:An invariance analysis.Educational Studies,46(4),458-475.https://doi.org/10.1080/03055698.2019.1599823
• Cheng,L.,&Curtis,A.(2004).Washback or backwash:A review of the impact of testing on teaching and learning.In L.Cheng,Y.Watanabe&A.Curtis(Eds.),Washback in language testing:Research contexts and methods (1st ed.,pp.3-18).Routledge.https://doi.org/10.4324/9781410609731
• Cho,E.Y.-N.,&Chan,T.M.S.(2020).Children’s wellbeing in a high-stakes testing environment:The case of Hong Kong.Children and Youth Services Review,109,1-29.https://doi.org/10.1016/j.childyouth.2019.104694
• Chong,D.Y.K.,&McArthur,J.(2021).Assessment for learning in a Confucian-influenced culture:Beyond the summative/formative binary.Teaching in Higher Education,1-17.https://doi.org/10.1080/13562517.2021.1892057
• Darmody,M.,Lysaght,Z.,&O’Leary,M.(2020).Irish post-primary teachers’conceptions of assessment at a time of curriculum and assessment reform.Assessment in Education:Principles,Policy&Practice,27(5),501-521.https://doi.org/10.1080/0969594x.2020.1761290
• Du,R.(2016).New century Chinese-English dictionary(2nd ed.).Foreign Language Teaching and Research Press.
• Fulmer,G.W.,Tan,K.H.K.,&Lee,I.C.H.(2019).Relationships among Singaporean secondary teachers’conceptions of assessment and school and policy contextual factors.Assessment in Education:Principles,Policy&Practice,26(2),166-183.https://doi.org/10.1080/0969594X.2017.1336427
• Gu,P.Y.(2014).The unbearable lightness of the curriculum:What drives the assessment practices of a teacher of English as a foreign language in a Chinese secondary school?Assessment in Education:Principles,Policy&Practice,21(3),286-305.https://doi.org/10.1080/0969594X.2013.836076
• Hattie,J.,&Timperley,H.(2007).The power of feedback.Review of Educational Research,77(1),pp.81-112.https://doi.org/10.3102/003465430298487
• Kennedy,K.J.(2016).Exploring the influence of culture on assessment:The case of teachers’conceptions of assessment in Confucian heritage cultures,in G.T.L.Brown&L.R.Harris (Eds.),Handbook of human and social conditions in assessment(pp.622-646).Routledge.https://doi.org/10.4324/9781315749136
• Levy-Vered,A.,&Alhija,F.N.-A.(2018).The power of a basic assessment course in changing preservice teachers’conceptions of assessment.Studies in Educational Evaluation,59,84-93.https://doi.org/10.1016/j.stueduc.2018.04.003
• Lortie,D.C.(1975).Schoolteacher:A sociological study(2nd ed.).University of Chicago Press.https://press.uchicago.edu/ucp/books/book/chicago/S/bo3645184.html
• Lutovac,S.,&Flores,M.A.(2022).Conceptions of assessment in pre-service teachers’narratives of students’failure.Cambridge Journal of Education,52(1),55-71.https://doi.org/10.1080/0305764x.2021.1935736
• Ma,M.,&Bui,G.(2021).Chinese secondary school teachers’conceptions of L2 assessment:A mixedmethods study.Studies in Second Language Learning and Teaching,11(3),445-472.https://doi.org/10.14746/ssllt.2021.11.3.7
• Ministry of Education,People’s Republic of China.(2011).English curriculum standards for compulsory education.Retrieved March 11,2023,from http://www.moe.gov.cn/srcsite/A26/s8001/201112/t20111228_167340.html
• Ministry of Education,People’s Republic of China.(2017a).English curriculum standards for general senior high school.Retrieved March 11,2023,from http://www.moe.gov.cn/srcsite/A26/s8001/201801/t20180115_324647.html
• Ministry of Education,People’s Republic of China.(2017b).National educational development the 13th Five-year Plan.Retrieved March 11,2023,from http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/201701/t20170119_295319.html
• Ministry of Education,People’s Republic of China.(2020).English curriculum standards for senior high schools.Retrieved March 11,2023,from http://www.moe.gov.cn/srcsite/A26/s8001/202006/t20200603_462199.html
• Ministry of Education,People’s Republic of China.(2022).English curriculum standards for compulsory education.Retrieved March 11,2023,from http://www.moe.gov.cn/srcsite/A26/s8001/202204/W020220420582349487953.pdf
• Moodie,I.(2016).The anti-apprenticeship of observation:How negative prior language learning experience influences English language teachers’beliefs and practices.System,60,29-41.https://doi.org/10.1016/j.system.2016.05.011
• Murillo,F.J.,&Hidalgo,N.(2020).Fair student assessment:A phenomenographic study on teachers’conceptions.Studies in Educational Evaluation,65.https://doi.org/10.1016/j.stueduc.2020.100860
• Myyry,L.,Karaharju-Suvanto,T.,Vesalainen,M.,Virtala,A.M.,Raekallio,M.,Salminen,O.,Vuorensola,K.,&Nevgi,A.(2020).Experienced academics’emotions related to assessment.Assessment and Evaluation in Higher Education,45(1),1-13.https://doi.org/10.1080/02602938.2019.1601158
• Patten,M.(2014).Questionnaire research:A practical guide (4th ed.).Routledge.https://doi.org/10.4324/9781315265858
• Pishghadam,R.,Adamson,B.,Sadafian,S.S.,&Kan,F.L.F.(2014).Conceptions of assessment and teacher burnout.Assessment in Education:Principles,Policy&Practice,21(1),34-51.https://doi.org/10.1080/0969594X.2013.817382
• Qiang,H.,Huang,X.,Siegel,L.,&Trube,B.(2011).English immersion in China.In A.Feng (Ed.),English language education across China (pp.169-188).Short Run Press.https://doi.org/10.21832/9781847693518
• Ratnam-Lim,C.T.L.,&Tan,K.H.K.(2015).Large-scale implementation of formative assessment practices in an examination-oriented culture.Assessment in Education:Principles,Policy&Practice,22(1),61-78.https://doi.org/10.1080/0969594X.2014.1001319
• Robinson,V.,&Lai,M.K.(2006).Practitioner research for educators:A guide to improving classrooms and schools.Corwin Press.https://us.corwin.com/en-us/nam/book/practitioner-research-educators
• Sato,M.,Wei,C.R.,&Darling-Hammond,L.(2008).Improving teachers’assessment practices through professional development:The case of National Board Certification.American Educational Research Journal,45(3),669-700.https://doi.org/10.3102/0002831208316955
• Smith,L.F.,Hill,M.F.,Cowie,B.,&Gilmore,A.(2014).Preparing teachers to use the enabling power of assessment.In C.Wyatt-Smith,V.Klenowski,&P.Colbert (Eds.),Designing assessment for quality learning (pp.303-323).Springer.https://doi.org/10.1007/978-94-007-5902-2
• State Council,People’s Republic of China.(2001).Decision of The State Council on the Reform and Development of Basic Education.http://www.gov.cn/gongbao/content/2001/content_60920.htm
• Suen,H.K.,&Yu,L.(2006).Chronic consequences of high-stakes testing?Lessons from the Chinese civil service exam.Comparative Education Review,50(1),46-65.https://doi.org/10.1086/498328
• Van der Kleij,F.M.,Cumming,J.J.,&Looney,A.(2017).Policy expectations and support for teacher formative assessment in Australian education reform.Assessment in Education:Principles,Policy&Practice,25(6),620-637.https://doi.org/10.1080/0969594x.2017.1374924
• Wilsey,M.,Kloser,M.,Borko,H.,&Rafanelli,S.(2020).Middle school science teachers’conceptions of assessment practice throughout a year-long professional development experience.Educational Assessment,25(2),136-158.https://doi.org/10.1080/10627197.2020.1756255
• Xiao,Y.(2017).Formative assessment in a test-dominated context:How test practice can become more productive.Language Assessment Quarterly,14(4),295-311.https://doi.org/10.1080/15434303.2017.1347789
• Xu,Y.,&Brown,G.T.L.(2016).Teacher assessment literacy in practice:A reconceptualization.Teaching and Teacher Education,58,149-162.https://doi.org/10.1016/j.tate.2016.05.010
• Xu,Y.,&He,L.(2019).How pre-service teachers’conceptions of assessment change over practicum:Implications for teacher assessment literacy.Frontiers in Education,4.https://doi.org/10.3389/feduc.2019.00145
• Yang,H.(2015).Teacher mediated agency in educational reform in China.Springer International Publishing.https://doi.org/10.1007/978-3-319-15925-6
• Yates,A.,&Johnston,M.(2017).The impact of school-based assessment for qualifications on teachers’conceptions of assessment.Assessment in Education:Principles,Policy&Practice,25(6),638-654.https://doi.org/10.1080/0969594x.2017.1295020
• Zhang,J.,&Pang,N.S.K.(2016).Exploring the characteristics of professional learning communities in China:A mixed-method study.Asia-Pacific Education Researcher,25(1),11-21.https://doi.org/10.1007/s40299-015-0228-3
• 1 Moral character refers to the stable and consistent characteristics and inclination about moral principles and norms(Du,2016).