E-Assessment For Learning In Elementary English Writing In China

While there has been a proliferation of research on Assessment for Learning(Af L)over the past three decades or so,research that employs Information and Communication Technology(ICT)to enhance Af L for English as a foreign language(EFL)writing,particularly at the elementary level,has been lacking.The present study investigates teachers' beliefs and practices in a one-year e-assessment for learning(EAf L)innovation in EFL writing in two primary schools in China,and uncovers factors that impact the teachers' implementation of the e-assessment innovation.The study adopts a case study approach to address four research questions:(1)What are the teachers' beliefs of e-assessment for learning in writing?(2)What are the teachers' practices regarding e-assessment for learning in writing?(3)What is the relationship between teachers' beliefs and practices in e-assessment for learning in writing?(4)What factors influence teachers' implementation of e-assessment for learning in writing?Two primary schools,i.e.,one private school,one public school,willing to participate in the assessment change towards E-Af L were selected as the research setting.The participants were one novice teacher from the private school and one veteran teacher from the public school along with their respective 4th Grade students.A variety of research data were collected from classroom observations and online platform observations,teachers' reflections,interviews and documents.Data analysis generally followed the processes of data reduction,data display and conclusion drawing/verification established by Miles and Huberman(1994).The two participating teachers generally showed positive changes in their beliefs and practices regarding the e-assessment innovation throughout the research.Teachers gradually acknowledged the function of assessment in enhancing student regulation of learning,and showed increasing positive attitudes towards using ICT to enhance Af L.Teachers' practices in the planning,implementing,monitoring,and reflecting on assessment experienced positive changes: teachers' ability of assessment design was developed;pre-writing instruction was enhanced to share with students assessment objectives and criteria and engage students in assessment criteria design;teachers' online written feedback focused on both content and language accuracy of student writing;post-assessment feedback highlighted promoting students' regulation of learning;a more student-centred approach was adopted in assessment practice.Despite the general positive tendency,teacher change in the two schools took place at different paces and reached different degrees to which their assessment practices were focused on learning during the research.Compared with the veteran teacher,the novice teacher's beliefs and practices adhered more to the advocated E-Af L strategies.Teachers' assessment practices were generally consistent with their beliefs about E-Af L regarding writing,but comparatively,a higher level of congruency between the novice teacher's beliefs and practices was detected.Using activity theory and its notion of contradiction,it is uncovered that the uptake of E-Af L innovation in writing was influenced by factors related to four main components in the assessment activity system,i.e.,mediating artifacts,object,rules,and division of labour.This study contributes to an enhanced understanding of culturally appropriate versions of E-Af L in the Chinese elementary English education context.A restrictedextended E-Af L continuum is proposed based on the teachers' practices in the assessment innovation.An integral activity system of E-Af L is depicted to understand the dynamic process of assessment change in the broad social,cultural and historical contexts,and to explore the contradictions that emerged in the implementation of assessment innovation.This study discusses the implications for implementing E-Af L in English education,and explores the implications for diffusing writing assessment change in similar examination-oriented contexts.Future research is needed to investigate whether and how E-Af L may be sustained to benefit student learning in the longer term,and be diffused in the assessment of other language skills and in different contexts.