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Classroom-based assessment of young ...

Yan, Qiaozhen.

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Classroom-based assessment of young learners of English as a foreign language = teachers' conceptions and practices in the Chinese context /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Classroom-based assessment of young learners of English as a foreign language/ by Qiaozhen Yan, Lawrence Jun Zhang.
Reminder of title:	teachers' conceptions and practices in the Chinese context /
Author:	Yan, Qiaozhen.
other author:	Zhang, Lawrence Jun.
Published:	Singapore :Springer Nature Singapore : : 2025.,
Description:	xx, 225 p. :ill., digital ;24 cm.
[NT 15003449]:	Introduction -- Understanding Classroom based Assessment -- Language Teachers Conceptions of Classroom-based Assessment -- Methodology -- Teachers Conceptipons and Practices of CBA Insights from the Survey Study -- Teachers CBA Practices at Natural Classroom Settings and Underlying Rationales Insights from the Survey Study -- Discussion -- Summary, Implications, Limitations and Recommendations -- Appendixes.
Contained By:	Springer Nature eBook
Subject:	English language - Study and teaching - China. -
Online resource:	https://doi.org/10.1007/978-981-96-9017-6
ISBN:	9789819690176

Classroom-based assessment of young learners of English as a foreign language = teachers' conceptions and practices in the Chinese context /
Yan, Qiaozhen.

Classroom-based assessment of young learners of English as a foreign languageteachers' conceptions and practices in the Chinese context /[electronic resource] :by Qiaozhen Yan, Lawrence Jun Zhang. - Singapore :Springer Nature Singapore :2025. - xx, 225 p. :ill., digital ;24 cm. - English language education,v. 382213-6975 ;. - English language education ;v. 38..

Introduction -- Understanding Classroom based Assessment -- Language Teachers Conceptions of Classroom-based Assessment -- Methodology -- Teachers Conceptipons and Practices of CBA Insights from the Survey Study -- Teachers CBA Practices at Natural Classroom Settings and Underlying Rationales Insights from the Survey Study -- Discussion -- Summary, Implications, Limitations and Recommendations -- Appendixes.

This book investigates conceptions and practices of teachers of young learners of English as a foreign language (EFL) regarding classroom-based assessment (CBA) in the Chinese context. Specifically, it sets out to examine teachers' conceptions about the purposes and processes of classroom-based assessment, the effects of teacher attributes (teaching experience, and previous education in assessment) and work environments (school type and grade level) on their conceptions, CBA practices, and the relationship between these conceptions and practices regarding CBA. Utilising a mixed-methods research approach, this book serves as an insightful research resource, contributing significantly to the field of L2 education and assessment, both within the context of Chinese young EFL learner classrooms and on a global scale. It depicts a comprehensive picture of CBA for young EFL learners from the perspective of teachers, providing a valuable resource for policymakers, teacher educators, and alike.

ISBN: 9789819690176

Standard No.: 10.1007/978-981-96-9017-6doiSubjects--Topical Terms:

941667
English language
--Study and teaching--China.

LC Class. No.: PE1068.C5

Dewey Class. No.: 428.0071051

Classroom-based assessment of young learners of English as a foreign language = teachers' conceptions and practices in the Chinese context /
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505 0 $a Introduction -- Understanding Classroom based Assessment -- Language Teachers Conceptions of Classroom-based Assessment -- Methodology -- Teachers Conceptipons and Practices of CBA Insights from the Survey Study -- Teachers CBA Practices at Natural Classroom Settings and Underlying Rationales Insights from the Survey Study -- Discussion -- Summary, Implications, Limitations and Recommendations -- Appendixes.
520 $a This book investigates conceptions and practices of teachers of young learners of English as a foreign language (EFL) regarding classroom-based assessment (CBA) in the Chinese context. Specifically, it sets out to examine teachers' conceptions about the purposes and processes of classroom-based assessment, the effects of teacher attributes (teaching experience, and previous education in assessment) and work environments (school type and grade level) on their conceptions, CBA practices, and the relationship between these conceptions and practices regarding CBA. Utilising a mixed-methods research approach, this book serves as an insightful research resource, contributing significantly to the field of L2 education and assessment, both within the context of Chinese young EFL learner classrooms and on a global scale. It depicts a comprehensive picture of CBA for young EFL learners from the perspective of teachers, providing a valuable resource for policymakers, teacher educators, and alike.
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