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Su You
School of Humanities, Beijing University of Posts and Telecommunications
Arts Humanities Education Languange, Linguistic, Communication & Media

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AN INVESTIGATION OF CHINESE MIDDLE SCHOOL IN-SERVICE ENGLISH TEACHERS’ ASSESSMENT LITERACY Lin Dunlai; Su You
Indonesian EFL Journal Vol 1, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v1i1.607

Abstract

This paper reports an investigation into the status quo of assessment literacy of Chinese middle school in-service English teachers. Using tasks designed by Coombe et al. (2007), the study finds out that Chinese secondary English teachers have low levels of assessment literacy. They are not aware of such principles as authenticity, sensitivity issues about test content and self-assessment. Especially, they are extremely incompetent in understanding statistics about item analysis and distractor efficiency analysis. No significant difference was detected about teachers’ assessment literacy in terms of teaching experience and whether they have taken assessment training courses in any forms. The authors call for a study into language assessment courses offered for secondary English teachers and enough attention paid to the relevance of language assessment training courses to classroom assessment.Keywords: assessment literacy, middle school in-service English teachers. China
INVESTIGATING CHINESE EFL STUDENTS’ PERCEPTIONS OF WRITING PROMPTS OF DIFFERENT AMOUNTS OF INFORMATION Su You
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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Abstract

Abstract: This study aims to explore how Chinese EFL students perceive the advantages and disadvantages of prompts providing different amount of information, namely prompt with more information and prompt with less information. Both qualitative and quantitative data were collected through questionnaire survey and semi-structured interview. Research results indicate that: 1) Respondents hold a mixed attitude towards the prompt effect on their task accomplishment. 2) Students believe that prompt type can affect their expression in writing; 3) Students generally agree that prompt with more information facilitate their writing in terms of content and organization; 4) Students’ preference for the prompt type differs across different English proficiency level.Keywords: prompt effect, English writing, testing writing, perceptions
Co-Authors Lin Dunlai