Publication Cover
Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 51, 2023 - Issue 5
322
Views
2
CrossRef citations to date
0
Altmetric
Articles

Urban public-school teachers’ assessment literacy in China’s Zhengzhou city

Pages 836-849 | Received 21 Aug 2021, Accepted 28 Dec 2021, Published online: 10 Jan 2022

References

  • Adie, L. 2013. “The Development of Teacher Assessment Identity Through Participation in Online Moderation.” Assessment in Education: Principles, Policy & Practice 20 (1): 91–106.
  • Berry, R. 2011. “Assessment Trends in Hong Kong: Seeking to Establish Formative Assessment in an Examination Culture.” Assessment in Education: Principles, Policy & Practice 18 (2): 199–211.
  • Black, P. J., and D. Wiliam. 1998. Inside the Black Box: Raising Standards Through Classroom Assessment. London: King’s College London School of Education.
  • Butler, R. 2012. “Striving to Connect: Extending an Achievement Goal Approach to Teacher Motivation to Include Relational Goals for Teaching.” Journal of Educational Psychology 104 (3): 726–742.
  • Coleman, J., E. Campbell, C. Hobson, J. McPartland, A. Mood, F. D. Weinfeld, and R. York. 1966. Equality of Educational Opportunity. Washington, DC: U.S. Department of Health, Education, and Welfare.
  • Darling-Hammond, L. 2003. “Keeping Good Teachers Why it Matters: What Leaders Can do.” Educational Leadership 60 (8): 6–13.
  • Forsberg, E., and W. Wermke. 2012. “Knowledge Sources and Autonomy: German and Swedish Teachers’ Continuing Professional Development of Assessment Knowledge.” Professional Development in Education 38 (5): 741–758.
  • 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: Principle, Policy & Practice 21 (3): 286–305.
  • Gu, H., and J. Zeng. 2009. “What Rural Migrant Children Brought to Urban School Teachers and Students?” Journal of Chongqing College of Education 22 (1): 125–128.
  • Han, M., and X. Yang. 2001. “Educational Assessment in China: Lessons from History and Future Prospects.” Assessment in Education: Principles, Policy & Practice 8 (1): 5–10.
  • Hu, B., and A. West. 2015. “Exam-oriented Education and Implementation of Education Policy for Migrant Children in Urban China.” Educational Studies 41 (3): 249–267.
  • Huang, G. Y. 2012. Educational Assessment and Evaluation. 2nd ed. Shanghai: East China Normal University Press.
  • Liu, T., and R. Laura. 2018. “From Education Segregation to Inclusion: The Policy Ramifications on Chinese Internal Migrant Children.” Policy Futures in Education 16 (3): 237–250.
  • Pan, M. 2018. “Private Higher Education in China: Strength, Challenges and Solutions.” Journal of South China Normal University (Social Science Edition) 6: 18–20.
  • Qi, X., and L. Chen. 2019. “Privatization’s Influence to Education Quality and Equality: The Case of Private Junior Middle Schools in Shanghai.” Peking University Education Review 1: 105–122.
  • Qu, S. 2019. “Rural Migrant Children’s Education Integration Problems, Obstacles and Strategies.” Journal of Hebei 2: 143–148.
  • Stiggins, R. 1991. “Assessment Literacy.” Phi Delta Kappan 72: 534–539.
  • Stiggins, R. 1995. “Assessment Literacy for the 21st Century.” Phi Delta Kappan 77: 238–245.
  • Stiggins, R., and D. Duke. 2008. “Effective Instructional Leadership Requires Assessment Leadership.” Phi Delta Kappan 90 (4): 285–291.
  • Tian, H., N. Wu, N. Zhang, and X. Li. 2008. “Survey Report of Rural Migrant Children’s Education in Urban Areas.” Educational Research 4: 13–21.
  • Wang, Q. 2016. “Public Background Private Schools’ Challenges and Solutions in China.” Journal of the Chinese Society of Education 3 (1): 25–29.
  • Wang, E. 2018. “A Reflection on “Private Junior Middle Schools Perform Better Than Public Junior Middle Schools”.” Fujian Basic Education 1: 6–9.
  • Wei, H., and J. L. Shen. 2004. “Primary and Middle School Teachers’ Assessment Literacy: Situation and Solutions.” Education Theory and Practice 10: 28–29.
  • Wiliam, D., C. Lee, C. Harrison, and P. Black. 2004. “Teachers Developing Assessment for Learning: Impact on Student Achievement.” Assessment in Education: Principles, Policy & Practice 11 (1): 49–65.
  • Willis, J., L. Adie, and V. Klenowski. 2013. “Conceptualizing Teachers’ Assessment Literacies in an era of Curriculum and Assessment Reform.” The Australian Educational Researcher 40 (2): 241–256.
  • Wright, E. O. 1997. Class Counts. Comparative Studies in Class Analysis. Cambridge: Cambridge University Press.
  • Xu, M., and W. J. Zhu. 2018. “Teacher Assessment Literacy Studies: An Analysis of Publications in Core Journals in Recent ten Years.” Survey of Education 7 (13): 8–11.
  • Zhang, L. L. 2018. “A Review of Teacher Assessment Literacy in China.” China Examinations 8: 69–73.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.