Language Assessment Literacy Development: An Ethnographic Case Study on University English Instructors in China

Ling Gan; Ricky Lam

doi:10.1007/978-981-95-2325-2

Language Assessment Literacy Development: An Ethnographic Case Study on University English Instructors in China

Ling Gan
, Ricky Lam^*

^*Corresponding author for this work

Academy of Wellness and Human Development

Research output: Book/Report › Book or report › peer-review

Abstract

This book investigates the development of language assessment literacy (LAL) among university English instructors in the Chinese context. It examines their localised LAL needs in the natural teaching contexts and also documents LAL developmental trajectories by tracking how instructors acquire, enhance, and sustain LAL through engagement in assessment practices. Furthermore, the book explores the construction of instructors' assessment identities alongside their LAL development. Finally, the study analyses how contextual, experiential, and personal factors influence instructors’ LAL development, probes challenges and opportunities they may encounter, and explores how they mobilise these dynamics to enhance their LAL and construct their assessment identities.
The findings offer practical insights for university English instructors, university/department administrators, assessment trainers/training providers. These insights serve as guidance for enhancing instructors' LAL, thereby improving assessment quality within Chinese universities.

Original language	English
Place of Publication	Singapore
Publisher	Springer
Number of pages	212
Edition	1st
ISBN (Electronic)	9789819523252
ISBN (Print)	9789819523245, 9789819523276
DOIs	https://doi.org/10.1007/978-981-95-2325-2
Publication status	Published - 8 Jan 2026

UN SDGs

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

SDG 4 Quality Education

User-Defined Keywords

Professional Development in Language Testing and Assessment
Assessment Identity in Chinese University EFL Classes
An Ethnographic Case Study
Classroom-based Assessment Practices
Language Assessment Literacy Development
Chinese University English Instructors
Construction of Assessment Identity
Self-directed Professional Development
Ethnographic Case Study
Effective Assessment Practices

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10.1007/978-981-95-2325-2

Cite this

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title = "Language Assessment Literacy Development: An Ethnographic Case Study on University English Instructors in China",

abstract = "This book investigates the development of language assessment literacy (LAL) among university English instructors in the Chinese context. It examines their localised LAL needs in the natural teaching contexts and also documents LAL developmental trajectories by tracking how instructors acquire, enhance, and sustain LAL through engagement in assessment practices. Furthermore, the book explores the construction of instructors' assessment identities alongside their LAL development. Finally, the study analyses how contextual, experiential, and personal factors influence instructors{\textquoteright} LAL development, probes challenges and opportunities they may encounter, and explores how they mobilise these dynamics to enhance their LAL and construct their assessment identities. The findings offer practical insights for university English instructors, university/department administrators, assessment trainers/training providers. These insights serve as guidance for enhancing instructors' LAL, thereby improving assessment quality within Chinese universities.",

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PY - 2026/1/8

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N2 - This book investigates the development of language assessment literacy (LAL) among university English instructors in the Chinese context. It examines their localised LAL needs in the natural teaching contexts and also documents LAL developmental trajectories by tracking how instructors acquire, enhance, and sustain LAL through engagement in assessment practices. Furthermore, the book explores the construction of instructors' assessment identities alongside their LAL development. Finally, the study analyses how contextual, experiential, and personal factors influence instructors’ LAL development, probes challenges and opportunities they may encounter, and explores how they mobilise these dynamics to enhance their LAL and construct their assessment identities. The findings offer practical insights for university English instructors, university/department administrators, assessment trainers/training providers. These insights serve as guidance for enhancing instructors' LAL, thereby improving assessment quality within Chinese universities.

AB - This book investigates the development of language assessment literacy (LAL) among university English instructors in the Chinese context. It examines their localised LAL needs in the natural teaching contexts and also documents LAL developmental trajectories by tracking how instructors acquire, enhance, and sustain LAL through engagement in assessment practices. Furthermore, the book explores the construction of instructors' assessment identities alongside their LAL development. Finally, the study analyses how contextual, experiential, and personal factors influence instructors’ LAL development, probes challenges and opportunities they may encounter, and explores how they mobilise these dynamics to enhance their LAL and construct their assessment identities. The findings offer practical insights for university English instructors, university/department administrators, assessment trainers/training providers. These insights serve as guidance for enhancing instructors' LAL, thereby improving assessment quality within Chinese universities.

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KW - Assessment Identity in Chinese University EFL Classes

KW - An Ethnographic Case Study

KW - Classroom-based Assessment Practices

KW - Language Assessment Literacy Development

KW - Chinese University English Instructors

KW - Construction of Assessment Identity

KW - Self-directed Professional Development

KW - Ethnographic Case Study

KW - Effective Assessment Practices

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BT - Language Assessment Literacy Development

PB - Springer

CY - Singapore

ER -

Language Assessment Literacy Development: An Ethnographic Case Study on University English Instructors in China

Abstract

UN SDGs

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