Needs Analysis Of In-service International High School Chinese EFL Teachers For Formative Assessment Competence Development

As a concept,Formative Assessment covers various approaches to improve students learning outcomes.Among these approaches,many studies have emphasized the importance of Assessment for Learning(AfL)and Data-based Decision Making(DBDM)while they share a focus on gathering information to adapt education in order to meet student needs(van der Kleij et al.,2015,Wiliam,2011).In recent years,while much of the literature is emphasizing the importance of improving teachers' assessment competence in classroom settings,---based on findings it evidence suggests that teachers in China currently have low assessment competence.Little research is available regarding the efforts to improve in-service teachers competence in utilizing the above mentioned two approaches toward Formative Assessment.Even little research is available concerning the teachers working in private internationalized schools which are rapidly growing in China.This study,using a five-point Likert questionnaire as the instrument aim to analyze the needs for higher competence in using two approaches towards Formative Assessment AfL and DBDM for in-service EFL teachers.After collecting data from 33 participants,current self-perceived competence levels in using each of the strategies and their explicit expected competence levels to use them are analyzed to reveal the needs to develop such competenceThe findings are as followsOverall,the average perceived level in utilizing AfL and DBDM is at a medium level(Mean=3)while the average expected level is a higher level(Mean=4.12)The current perceived levels in using all the AfL subcategories and DBDM are all very close to the average level(Mean=3),with DBDM(Mean=2.96)at the lowest.By contrast,the expected levels in using all of the subcategories of AfL and DBDM are all beyond a higher level(Mean=4),with DBDM at the lowest(Mean=4.03).At "AfL:peer and self-assessment"(Mean=4.20)and "AfL:feedback"(Mean=4.20),teachers reported the highest expected competence levels.Strategies on which teachers reported lower current perceived competence levels include several DBDM strategies such as "adapt instruction based on the needs of struggling students" while a strategies such as "students assess and comment on each other's work" which is under the category of "AfL:peer and self-assessment" was reported as of higher expected competence levelsA deficiency gap between perceived competence levels and expected competence levels in using "DBDM"(Mean=1.041)is the smallest among all the five categories.The top two gaps in AfL subcategories are "AfL:peer,self-assessment"(t-value=17.46,Sig.=0.000)and "AfL:shared learning intentions and success criteria"(t-value=13.759,Sig.=0.000).Additionally,among the 33 candidates surveyed,the big gaps are found in strategies such as "adapt instruction based on the needs of struggling students" and"students are given an opportunity to indicate how challenging they anticipate the learning will be at the beginning of a lesson or activity(e.g.,by using traffic lights),which is under categories DBDM and "AfL:peer and self-assessment" respectivelyThe findings of this study assert that teachers hold higher expectations to use all the surveyed assessment strategies currently.Thus,to develop teachers' formative assessment competence according to their needs is of promising potential.For example,the finding that teachers reported little time using these strategies is a reminder for more structured interventions or action research to better support teachers' utilization of them.Also,as present education globally is undergoing a process of reforming,to integrate assessment with instructions is emphasized more than ever.In this study teachers being holding higher expectations in using these formative assessment strategies implicates that the idea of integrating assessment with instructions so that students' learning outcomes are improved is substantially accepted by teachers who work in the surveyed international schools Moreover,this study provided teachers with the opportunity to decide their needs for formative assessment training in reality.Thus,the benefits of this study also entail all the advantages of involvement of the learners in the process of needs analysis.For example,through their participation,teachers also come to have a more realistic idea of what can be achieved in terms of using formative assessment in their classroom instructions.Besides,it also helps teachers to develop greater sensitivity to their role as assessors who boost enhanced learning outcomes in their teaching practice.