Empowering EFL Teachers Through Formative Assessment

Erscheinungsjahr 2026
ISBN: 978-3-032-24822-0
Verlag: Springer

Buch, Englisch, 292 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 645 g

Reihe: Second Language Learning and Teaching

This monograph demonstrates how a teacher continuing professional development (CPD) programme effectively enhances English language teachers’ knowledge, beliefs, and classroom practices in formative assessment (FA). It introduces the "Pathway for Teacher CPD of AL", a practical framework offering direct guidance for teacher educators, researchers, and practitioners seeking to advance FA practice and literacy. The book makes distinctive empirical and theoretical contributions to FA research in language education, examining FA as an integrated process rather than isolated techniques. The study explores the full FA cycle—clarifying learning goals, eliciting and interpreting evidence, providing feedback and acting on it—providing a comprehensive account of effective implementation. It offers much-needed evidence on how enhanced teacher FA literacy improves student English achievement and supports self-regulated learning, clarifying the link between teacher development and student outcomes. Overall, the book advances a more nuanced and context-sensitive understanding of FA in real classroom environments. It is a valuable resource for researchers, teachers, teacher educators, and graduate students in applied linguistics, second language education and teacher education, among other disciplines.

Zielgruppe

Research

Autoren/Hrsg.

Li, Jiayi

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Chapter 1: Introduction.- Chapter 2: Understanding assessment literacy in formative assessment.- Chapter 3 Supporting teachers: Continuing professional development.- Chapter 4: Research methodology.- Chapter 5: Findings: Understanding teachers’ initial formative assessment literacy.- Chapter 6: Findings: Changes of teacher formative assessment literacy through CPD.- Chapter 7: Findings: Trajectories of teacher growth in formative assessment.- Chapter 8:Findings: How professional development enriched student learning.- Chapter 9: Discussion: Rethinking formative assessment literacy development.- Chapter 10:Empowering EFL teachers through formative assessment: Where from here.

Über Autor(innen)

Jiayi Li is Assistant Professor of Applied Linguistics in the Faculty of Humanities and Social Sciences at City University of Macau, China. She obtained her PhD from the Victoria University of Wellington, New Zealand. Her research interests include language testing and assessment, English language education, and teacher education. She has published in journals including