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?

References

• American Federation of Teachers, National Council on Measurement in Education, & National Education Association. (1990). Standards for teacher competence in educational assessment of students. Retrieved from http://www.unl.edu/buros/bimm/html/article3.html
   Google Scholar
• Arkoudis, S., & O’Loughlin, K. (2004). Tensions between validity and outcomes: Teacher assessment of written work of recently arrived immigrant ESL students. Language Testing, 21, 284–304.10.1191/0265532204lt285oa
   Google Scholar
• Assessment Reform Group. (2002). Assessment for learning: 10 principles. Assessment Reform Group. Retrieved from http://www.assessment-reform-group.org/CIE3.PDF
   Google Scholar
• Assessment Reform Group. (2006). The role of teachers in the assessment of learning. Assessment Reform Group. Retrieved from http://www.assessment-reform-group.org/ASF%20booklet%20English.pdf
   Google Scholar
• Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36, 258–267.
   Google Scholar
• Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment in Education: Principles, Policy & Practice, 18, 199–211.
   Google Scholar
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5–31.10.1007/s11092-008-9068-5
   Web of Science ®Google Scholar
• Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30, 3–12.10.1111/emip.2011.30.issue-1
   Google Scholar
• Campbell, C., & Evans, J. A. (2000). Investigation of preservice teachers’ classroom assessment practices during student teaching. The Journal of Educational Research, 93, 350–355.10.1080/00220670009598729
   Web of Science ®Google Scholar
• Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York, NY: Routledge.
   Google Scholar
• Central Committee of the Communist Party & State Council of China. (1993). Framework for education reform and development in China. Retrieved from http://www.people.com.cn/item/flfgk/gwyfg/1993/112701199312.html
   Google Scholar
• Chappuis, S., Chappuis, J., & Stiggins, R. (2009). Supporting teacher learning teams. Educational Leadership, 66, 56–60.
   Web of Science ®Google Scholar
• Cheng, L. (2003). Looking at the impact of a public examination change on secondary classroom teaching: A Hong Kong case study. Journal of Classroom Interaction, 38(1), 1–10.
   Google Scholar
• Cheng, L., & Qi, L. (2006). Description and examination of the National Matriculation English Test. Language Assessment Quarterly: An International Journal, 3, 53–70.10.1207/laq.2006.3.issue-1
   Google Scholar
• Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods, and procedures. Language Testing, 21, 360–389.10.1191/0265532204lt288oa
   Google Scholar
• Cheng, L., Rogers, W. T., & Wang, X. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education, 33, 9–32.
   Web of Science ®Google Scholar
• Collins, S., Reiss, M., & Stobart, G. (2010). What happens when high-stakes testing stops? Teachers’ perceptions of the impact of compulsory national testing in science of 11-year-olds in England and its abolition in Wales. Assessment in Education: Principles, Policy & Practice, 17, 273–286.
   Google Scholar
• Darling-Hammond, L., & McCloskey, L. (2008). Assessment for learning around the world: What would it mean to be internationally competitive? The Phi Delta Kappan, 90, 263–272.
   Web of Science ®Google Scholar
• Davison, C. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing, 21, 305–334.10.1191/0265532204lt286oa
   Google Scholar
• Davison, C. (2007). Views from the chalkface: English language school-based assessment in Hong Kong. Language Assessment Quarterly: An International Journal, 4, 37–68.
   Google Scholar
• Davison, C., & Cummins, J. (2007). Introduction: Assessment and evaluation in ELT: Shifting paradigms and practices. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 415–420). New York, NY: Springer.
   Google Scholar
• Davison, C., & Leung, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, 43, 393–415.
   Web of Science ®Google Scholar
• Deng, X. (1983). Epigraph for Jingshan School. Beijing.
   Google Scholar
• Eisner, E. W. (2002). From episteme to phronesis to artistry in the study and improvement of teaching. Teaching and Teacher Education, 18, 375–385.10.1016/S0742-051X(02)00004-5
   Web of Science ®Google Scholar
• Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12, 219–245.10.1177/1077800405284363
   Web of Science ®Google Scholar
• Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
   Google Scholar
• Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. London: Falmer Press.
   Google Scholar
• Goertz, M., & Duffy, M. (2003). Mapping the landscape of high-stakes testing and accountability programs. Theory into Practice, 42, 4–11.10.1207/s15430421tip4201_2
   Web of Science ®Google Scholar
• Gu, Y. (2012). English curriculum and assessment for basic education in China. In J. Ruan & C. Leung (Eds.), Perspectives on teaching and learning English literacy in China (pp. 35–50). Dordrecht: Springer.
   Google Scholar
• Hamp-Lyons, L. (2009). Principles for large-scale classroom-based teacher assessment of English learners’ language: An initial framework from school-based assessment in Hong Kong. TESOL Quarterly, 43, 524–529.
   Web of Science ®Google Scholar
• Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10, 169–207.
   Google Scholar
• Heritage, M., & Niemi, D. (2006). Toward a framework for using student mathematical representations as formative assessments. Educational Assessment, 11, 265–282.
   Google Scholar
• Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29, 395–420.10.1177/0265532211428317
   Web of Science ®Google Scholar
• Jin, Y. (2010). The place of language testing and assessment in the professional preparation of foreign language teachers in China. Language Testing, 27, 555–584.10.1177/0265532209351431
   Web of Science ®Google Scholar
• Jones, A., & Moreland, J. (2005). The importance of pedagogical content knowledge in assessment for learning practices: A case-study of a whole-school approach. The Curriculum Journal, 16, 193–206.10.1080/09585170500136044
   Google Scholar
• Kennedy, M. M. (2005). Inside teaching: How classroom life undermines reform. Cambridge, MA: Harvard University Press.
   Google Scholar
• Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy & Practice, 19, 65–79.
   Google Scholar
• Leung, C. (2005). Classroom teacher assessment of second language development: Construct as practice. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 869–888). Mahwah, NJ: Lawrence Earlbaum Associates.
   Google Scholar
• Liu, Y. (2012, July 19). A fair, just and scientific selection of talent: Systematic implementation of educational assessment reform. MOE China Official Website. Retrieved July 25, 2012, from http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_838/201207/139668.html
   Google Scholar
• Lortie, D. C. (2002). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Mansell, W., & James, M. (2009). Assessment in schools: Fit for purpose? London: Economic and Social Research Council, Teaching and Learning Research Programme.
   Google Scholar
• Mao, Z. (1957, February 27). The question about correctly processing the contradictions among the people. Keynote speech presented at the Eleventh Session (Enlarged) of the Supreme State Conference, Beijing, China.
   Google Scholar
• Mertler, C. A., & Campbell, C. (2005, April). Measuring teachers’ knowledge & application of classroom assessment concepts: Development of the ‘assessment literacy inventory’. Presented at the annual meeting of the American Educational Research Association, Montreal, QC, Canada.
   Google Scholar
• Ministry of Education China. (2001). English language curriculum standards for full-time compulsory education and senior secondary schools (trial version). Beijing: Beijing Normal University Press.
   Google Scholar
• Ministry of Education China. (2002). Announcement to actively promote the reform of evaluation and examination systems at primary and secondary levels. Retrieved from http://www.moe.edu.cn/edoas/website18/05/info405.htm
   Google Scholar
• Ministry of Education China. (2003). English language curriculum standards for senior secondary schools (Experimental). Beijing: People’s Education Press.
   Google Scholar
• Ministry of Education China. (2010). Framework for national mid- to long-term educational reform and development planning (2010–2020). Retrieved September 13, 2013, from http://www.most.gov.cn/kjzc/gjkjzc/gjkjzczh/201308/P020130823574944373948.pdf
   Google Scholar
• Ministry of Education China. (2011). English curriculum standards for compulsory education, version 2011. Beijing: Beijing Normal University Press.
   Google Scholar
• Plake, B. S., Impara, J. C., & Fager, J. J. (1993). Assessment competencies of teachers: A national survey. Educational Measurement: Issues and Practice, 12, 10–12, 39.
   Google Scholar
• Popham, W. J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA: Association for Supervision & Curriculum Development.
   Google Scholar
• Popham, W. J. (2004a). Curriculum, instruction, and assessment: Amiable allies or phony friends? Teachers College Record, 106, 417–428.10.1111/tcre.2004.106.issue-3
   Google Scholar
• Popham, W. J. (2004b). Why assessment illiteracy is professional suicide. Educational Leadership, 62, 82–83.
   Web of Science ®Google Scholar
• Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48, 4–11.10.1080/00405840802577536
   Web of Science ®Google Scholar
• Qi, L. (2005). Stakeholders’ conflicting aims undermine the washback function of a high-stakes test. Language Testing, 22, 142–173.
   Google Scholar
• Qi, L. (2007). Is testing an efficient agent for pedagogical change? Examining the intended washback of the writing task in a high-stakes English test in China. Assessment in Education: Principles, Policy & Practice, 14, 51–74.
   Google Scholar
• Qian, D. D. (2008). English language assessment in Hong Kong: A survey of practices, developments and issues. Language Testing, 25, 85–110.10.1177/0265532207083746
   Web of Science ®Google Scholar
• Qu, Y. (Ed.). (2010). 5-year UEE, 3-year practice tests, English. (For New Curriculum Standards). Beijing: Capital Normal University Press.
   Google Scholar
• Queensland Studies Authority. (2009). Student assessment regimes: Getting the balance right for Australia. QTU Professional Magazine, 24, 20–26.
   Google Scholar
• Rawlins, P. (2010). Student participation in formative assessment for NCEA. New Zealand Journal of Educational Studies, 45, 3–16.
   Google Scholar
• Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18, 429–462.
   Google Scholar
• Rea-Dickins, P. (2006). Currents and eddies in the discourse of assessment: A learning-focused interpretation. International Journal of Applied Linguistics, 16, 163–188.10.1111/ijal.2006.16.issue-2
   Google Scholar
• Rea-Dickins, P., & Gardner, S. (2000). Snares and silver bullets: Disentangling the construct of formative assessment. Language Testing, 17, 215–243.
   Google Scholar
• Rex, L. A., & Nelson, M. C. (2004). How teachers’ professional identities position high-stakes test preparation in their classrooms. Teachers College Record, 106, 1288–1331.10.1111/tcre.2004.106.issue-6
   Web of Science ®Google Scholar
• Scott, S., Webber, C. F., Aitken, N., & Lupart, J. (2011). Developing teachers’ knowledge, beliefs, and expertise: Findings from the Alberta student assessment study. Educational Forum, 75, 96–113.10.1080/00131725.2011.552594
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.10.3102/0013189X015002004
   Google Scholar
• Stiggins, R. J. (1999). Assessment, student confidence, and school success. Phi Delta Kappan, 81, 191–198.
   Web of Science ®Google Scholar
• Stiggins, R. (2010). Essential formative assessment competencies for teachers and school leaders. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 233–250). New York, NY: Routledge.
   Google Scholar
• Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher education: Its problems and some prospects. Journal of Teacher Education, 61, 464–476.10.1177/0022487110375804
   Web of Science ®Google Scholar
• Threlfall, J. (2005). The formative use of assessment information in planning: The notion of contingent planning. British Journal of Educational Studies, 53, 54–65.10.1111/j.1467-8527.2005.00283.x
   Web of Science ®Google Scholar
• Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22, 389–404.10.1080/0141192960220402
   Google Scholar
• Wang, Q., & Editorial Group. (Eds.). (2009). Senior high English: An experimental textbook designed for the senior high school curriculum standards. Beijing: Beijing Normal University Press; Pearson Education.
   Google Scholar
• Wiliam, D. (2007). Changing classroom practice. Educational Leadership, 65, 36–42.
   Web of Science ®Google Scholar
• Xu, Y., & Liu, Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Quarterly, 43, 493–513.
   Web of Science ®Google Scholar
• Yin, R. K. (2009). Case study research: Design and methods. Los Angeles, CA: Sage.
   Google Scholar