Volume 3,Issue 8
Research on Improving Pathways to Assessment Literacy of Chinese University EFL Teachers under Multidimensional Perspective
Grounded in a multidimensional framework, this research interrogates the conceptual dimensions, factors and developmental trajectories of assessment literacy among Chinese university EFL teachers. By systematically reviewing domestic and international literature, it distills four core constituents of assessment literacy, conceptions, knowledge, competence and attitudes; further explicates how their dynamic interplay shapes pedagogical progress. The research then constructs a four-layer model of factors that constrain or enable literacy growth: the individual, institutional, regional and technological strata. On this basis, it advances synergistic improving pathways: teachers’ lifelong inquiry-oriented learning, evidence based institutional reforms coupled with resource provision, inter-university collaboration and joint standard setting within regions and educators, and university administrators with empirical guidance for cultivating a higher education foreign language assessment ecosystem that is learning centered, ethically regulated and technologically empowered.
[1] Jiang J, 2019, A Study of the Current Situation of and Factors Influencing University EFL Teachers’ Assessment Literacy. Foreign Language World, 2019(6): 18–26.
[2] Pan M, 2020, Revisiting the Construct of Language Assessment Literacy: The Perspective of China’s Standards of English Language Ability. Journal of Beijing International Studies University, 2020(5): 46–56.
[3] Xu Y, Qiu X, 2022, University EFL Teachers’ Online Assessment Practices and Literacy: A Qualitative Study. Foreign Language Education in China, 2022(3): 58–65.
[4] Zhou S, Zhao H, 2022, University ELT Administrators’ Needs and Influencing Factors in Developing Language Assessment Literacy. Foreign Language Education in China, 2022(3): 66–74.
[5] Lin D, 2019, Toward a Theoretical Framework for Language Assessment Literacy of Teachers. Foreign Language World, 2019(3): 27–35.
[6] Sheng H, 2014, Components and Development Strategies of Foreign-Language Teachers’ Assessment Literacy. Global Education, 2014(6): 95–102.
[7] Chen G, Gong M, 2022, An Action Research on Multi-Feedback Modes Facilitating Deep Learning. Foreign Language Education, 2022(3): 60–66.
[8] Willis J, Adie L, Klenowski V, 2013, Conceptualizing Teachers’ Assessment Literacies in an Era of Curriculum and Assessment Reform. Australian Educational Researcher, 40(2): 241–256.
[9] Meng L, 2018, An Analysis of Factors Influencing University EFL Teachers’ Assessment Literacy. Social Scientist, 2018(2): 128–134.
[10] Wang X, 2021, Paths to Enhancing Assessment Literacy of University Foreign-Language Teachers. Foreign Language Learning Theory and Practice, 2021(1): 89–96.
[11] Zhu Y, Tao J, Gao X, 2020, Teacher Assessment Literacy and Situational Cognition: A Case Study of Shanghai’s Distinguished English Teachers. Global Education, 2020(4): 106–118.
[12] Bie D, 2025, Exploration and Institutional Upgrading of Higher-Education Evaluation in China. Tsinghua Journal of Education, 46(1): 17–29.
[13] Huang E, Yang M, 2019, Developing Assessment Literacy Within Situated-Learning and Community-of-Practice Frameworks: The Case of Novice Formative-Assessment University EFL Teachers. Foreign Language World, 2019(6): 27–35.
[14] Zhang Z, 2022, Teacher Assessment Literacy: Components, Influencing Factors and Evaluation. China Adult Education, 2022(23): 64–68.
[15] Xiao Y, Zou Y, Feng W, et al., 2024, Evaluating and Developing Digital Literacy of University Foreign-Language Teachers. Modern Educational Technology, 34(10): 83–91.
[16] Hu J, Zhang T, 2023, University Foreign-Language Teachers’ Beliefs and Practices of Digital Literacy in China. Foreign Languages and Their Teaching, 2023(5): 73–85.
[17] Lai C, Lü B, Gong Y, 2023, A Framework for Teachers’ Digital Literacy in Foreign-Language Instructional Activity Design. Foreign Language World, 2023(3): 31–38.