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• W3178282181 endingPage "102589" @default.
• W3178282181 startingPage "102589" @default.
• W3178282181 abstract "Assessment for Learning (AfL) is a student-centered and highly interactive approach to learning and assessment and is believed to be able to enhance learning outcomes and learner autonomy. Given its potential effectiveness, the Chinese government has introduced assessment reform initiatives, requiring teachers to incorporate AfL strategies into university EFL classes. Nonetheless, little is known about how Chinese EFL teachers view AfL and whether they have attempted to enact the associated AfL strategies. Utilising a quantitative survey, the extent to which university EFL teachers valued and utilised AfL strategies in their classrooms was explored. To this end, the Assessment for Learning Strategy Questionnaire for Teachers (AfLSQ-T) was distributed to 495 Chinese university EFL teachers. After data-cleaning, a sample comprised of 402 questionnaires was obtained. Results indicated that respondent teachers ascribed little value to self-led AfL strategies, and they also scarcely implemented them. Our findings highlight the need to pay attention to developing assessment-literate EFL teachers in order to enhance their assessment effectiveness, particularly with regard to implementing AfL." @default.
• W3178282181 created "2021-07-19" @default.
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• W3178282181 date "2021-10-01" @default.
• W3178282181 modified "2023-09-27" @default.
• W3178282181 title "Implementing Assessment for Learning (AfL) in Chinese university EFL classes: Teachers’ values and practices" @default.
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• W3178282181 doi "https://doi.org/10.1016/j.system.2021.102589" @default.
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