The Role of China's Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers' Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers
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| Title: | The Role of China's Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers' Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers |
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| Language: | English |
| Authors: | Tingting Yin, Xiucai Fang (ORCID |
| Source: | Asia-Pacific Education Researcher. 2025 34(1):411-422. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Second Language Instruction, Language Teachers, Language Proficiency, Language Tests, Knowledge Base for Teaching, College Faculty, Self Evaluation (Individuals), Teacher Competencies, Teacher Competency Testing, Test Reliability |
| Geographic Terms: | China |
| DOI: | 10.1007/s40299-024-00863-0 |
| ISSN: | 0119-5646 2243-7908 |
| Abstract: | Released in 2018, China's Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among 233 university EFL teachers in China. Using a self-designed questionnaire assessing current LAL and CSE assessment literacy, the findings indicate that the teachers' self-assessed LAL, classified into high, moderate, and low LAL profiles, was generally unsatisfactory. Awareness of the principles was highest in teachers with a moderate LAL profile and was minimal in teachers with a low profile. Proficiency in "CSE Background," "Competence Classification," and "Table Scales" was closely linked to elevated LAL profiles. Specifically, "CSE Background" improved LAL across low and moderate profiles, while "Competence Classification" and "Table Scales" mainly benefited the moderate profile, informing effective LAL and CSE training strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457817 |
| Database: | ERIC |
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| Abstract: | Released in 2018, China's Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among 233 university EFL teachers in China. Using a self-designed questionnaire assessing current LAL and CSE assessment literacy, the findings indicate that the teachers' self-assessed LAL, classified into high, moderate, and low LAL profiles, was generally unsatisfactory. Awareness of the principles was highest in teachers with a moderate LAL profile and was minimal in teachers with a low profile. Proficiency in "CSE Background," "Competence Classification," and "Table Scales" was closely linked to elevated LAL profiles. Specifically, "CSE Background" improved LAL across low and moderate profiles, while "Competence Classification" and "Table Scales" mainly benefited the moderate profile, informing effective LAL and CSE training strategies. |
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| ISSN: | 0119-5646 2243-7908 |
| DOI: | 10.1007/s40299-024-00863-0 |
