Assessment Training in the Use of Portfolios: Voices from Writing Teachers

Ricky C K Lam

doi:10.1007/978-3-030-92762-2_14

Assessment Training in the Use of Portfolios: Voices from Writing Teachers

Ricky C K Lam^*

^*Corresponding author for this work

Research output: Chapter in book/report/conference proceeding › Chapter › peer-review

Abstract

Despite the benefits of writing portfolios, scholars remain unclear about how assessment training influences teacher use of portfolios for writing assessment in China. The chapter investigates the role and effectiveness of assessment training when Chinese teachers attempt portfolio assessment. The study was conducted in a doctorate degree programme in Hong Kong. Three informants from Mainland China registered an 11-session content course on English language assessment. The assessment training consisted of three lectures and two workshops on the principles of language assessment and writing portfolio assessment respectively. Data were collected by an open-ended questionnaire, post-workshop individual interviews and reflection papers, and analysed by qualitative methods. Implications are drawn to suggest future directions of developing teacher assessment literacy in China and beyond.

Original language	English
Title of host publication	Assessing the English Language Writing of Chinese Learners of English
Editors	Liz Hamp-Lyons, Yan Jin
Publisher	Springer Cham
Chapter	14
Pages	235–252
Number of pages	18
Edition	1st
ISBN (Electronic)	9783030927622
ISBN (Print)	9783030927615
DOIs	https://doi.org/10.1007/978-3-030-92762-2_14
Publication status	Published - 25 May 2022

User-Defined Keywords

Portfolio assessment
Assessment training
L2 writing
Teacher assessment literacy in China

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-030-92762-2_14

Cite this

@inbook{4642de3f971f4b089557413c10702e69,

title = "Assessment Training in the Use of Portfolios: Voices from Writing Teachers",

abstract = "Despite the benefits of writing portfolios, scholars remain unclear about how assessment training influences teacher use of portfolios for writing assessment in China. The chapter investigates the role and effectiveness of assessment training when Chinese teachers attempt portfolio assessment. The study was conducted in a doctorate degree programme in Hong Kong. Three informants from Mainland China registered an 11-session content course on English language assessment. The assessment training consisted of three lectures and two workshops on the principles of language assessment and writing portfolio assessment respectively. Data were collected by an open-ended questionnaire, post-workshop individual interviews and reflection papers, and analysed by qualitative methods. Implications are drawn to suggest future directions of developing teacher assessment literacy in China and beyond.",

keywords = "Portfolio assessment, Assessment training, L2 writing, Teacher assessment literacy in China",

author = "Lam, {Ricky C K}",

year = "2022",

month = may,

day = "25",

doi = "10.1007/978-3-030-92762-2_14",

language = "English",

isbn = "9783030927615",

pages = "235–252",

editor = "Liz Hamp-Lyons and Yan Jin",

booktitle = "Assessing the English Language Writing of Chinese Learners of English",

publisher = "Springer Cham",

edition = "1st",

}

TY - CHAP

T1 - Assessment Training in the Use of Portfolios

T2 - Voices from Writing Teachers

AU - Lam, Ricky C K

PY - 2022/5/25

Y1 - 2022/5/25

N2 - Despite the benefits of writing portfolios, scholars remain unclear about how assessment training influences teacher use of portfolios for writing assessment in China. The chapter investigates the role and effectiveness of assessment training when Chinese teachers attempt portfolio assessment. The study was conducted in a doctorate degree programme in Hong Kong. Three informants from Mainland China registered an 11-session content course on English language assessment. The assessment training consisted of three lectures and two workshops on the principles of language assessment and writing portfolio assessment respectively. Data were collected by an open-ended questionnaire, post-workshop individual interviews and reflection papers, and analysed by qualitative methods. Implications are drawn to suggest future directions of developing teacher assessment literacy in China and beyond.

AB - Despite the benefits of writing portfolios, scholars remain unclear about how assessment training influences teacher use of portfolios for writing assessment in China. The chapter investigates the role and effectiveness of assessment training when Chinese teachers attempt portfolio assessment. The study was conducted in a doctorate degree programme in Hong Kong. Three informants from Mainland China registered an 11-session content course on English language assessment. The assessment training consisted of three lectures and two workshops on the principles of language assessment and writing portfolio assessment respectively. Data were collected by an open-ended questionnaire, post-workshop individual interviews and reflection papers, and analysed by qualitative methods. Implications are drawn to suggest future directions of developing teacher assessment literacy in China and beyond.

KW - Portfolio assessment

KW - Assessment training

KW - L2 writing

KW - Teacher assessment literacy in China

U2 - 10.1007/978-3-030-92762-2_14

DO - 10.1007/978-3-030-92762-2_14

M3 - Chapter

SN - 9783030927615

SP - 235

EP - 252

BT - Assessing the English Language Writing of Chinese Learners of English

A2 - Hamp-Lyons, Liz

A2 - Jin, Yan

PB - Springer Cham

ER -

Assessment Training in the Use of Portfolios: Voices from Writing Teachers

Abstract

User-Defined Keywords

UN SDGs

Access to Document

Fingerprint

Cite this