東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

English Medium Instruction (EMI) Tea...

Li, Mo,

FindBook

Google Book

Amazon

博客來

English Medium Instruction (EMI) Teachers' Assessment Literacy in Chinese Higher Education: A Qualitative Inquiry /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English Medium Instruction (EMI) Teachers' Assessment Literacy in Chinese Higher Education: A Qualitative Inquiry // Mo Li.
作者:	Li, Mo,
面頁冊數:	1 electronic resource (343 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31769255
ISBN:	9798310198470

English Medium Instruction (EMI) Teachers' Assessment Literacy in Chinese Higher Education: A Qualitative Inquiry /
Li, Mo,

English Medium Instruction (EMI) Teachers' Assessment Literacy in Chinese Higher Education: A Qualitative Inquiry /Mo Li. - 1 electronic resource (343 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

English medium instruction (EMI) has gained prominence in response to the globalization of higher education across the globe. While research has extensively explored EMI teachers' classroom practices, assessment, a vital component of instruction to promote learning and inform teaching, has been largely overlooked. In EMI assessment, teachers face unique challenges in assessing content knowledge and skills while navigating language intricacies, which necessitates them to develop robust assessment literacy (AL). However, there is a paucity of empirical studies exploring EMI teachers' AL in authentic classroom settings. To address this gap, an ethnographic case study was conducted to probe into six EMI teachers' assessment practices at a Chinese university for over three months. Data sources included classroom observations, semi-structured interviews, and documentation.The findings categorized the six courses into two types based on learning objectives: skill-based and competence-based. The skill-based courses leaned towards summative assessment in a predominantly monolingual environment. The assessment in the competence-based courses was formative-oriented, allowing students to code-switch freely. The varied assessment practices highlighted a multi-componential and evolving EMI teacher AL system, encompassing conceptual, praxeological, and developmental dimensions. The conceptual dimension comprised teachers' knowledge, skills, and dispositions pertaining to assessment. Knowledge included understanding of assessment, students, and self. Skills ranged from effective assessment planning and scaffolding to pedagogical strategies for facilitating the assessment process. Dispositions entailed empathy, responsibility, fairness and self-reflection. The praxeological dimensions showcased how participants engaged with assessment practices, characterized by four themes: inheriting and localizing, pushing and pulling, compromising and adjusting, and reflecting and developing. The developmental dimension was catalyzed by an interplay between teachers' dispositions as selfreflective teachers and engagement with reflective practices. Internal and external factors mediated teacher AL. Internally, factors such as teachers' prior teaching and learning experiences played crucial roles. Externally, students' language proficiencies at the classroom level, and the university assessment policies and cultures also shaped teacher AL. This study augments existing research on EMI teachers' AL and assessment practices, proposes a novel framework of EMI teachers' AL, and offers practical suggestions for stakeholders to promote teacher AL development collaboratively.

English

ISBN: 9798310198470Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

English medium instruction

English Medium Instruction (EMI) Teachers' Assessment Literacy in Chinese Higher Education: A Qualitative Inquiry /
LDR:04168nmm a22004573i 4500 001 2438493
005 20260727132415.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798310198470
035 $a (MiAaPQD)AAI31769255
035 $a AAI31769255
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Li, Mo, $e author. $3 3829822
245 1 0 $a English Medium Instruction (EMI) Teachers' Assessment Literacy in Chinese Higher Education: A Qualitative Inquiry / $c Mo Li.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (343 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
500 $a Advisors: Yuan, Rui; Yu, Shulin.
502 $b Ph.D. $c University of Macau $d 2024.
520 $a English medium instruction (EMI) has gained prominence in response to the globalization of higher education across the globe. While research has extensively explored EMI teachers' classroom practices, assessment, a vital component of instruction to promote learning and inform teaching, has been largely overlooked. In EMI assessment, teachers face unique challenges in assessing content knowledge and skills while navigating language intricacies, which necessitates them to develop robust assessment literacy (AL). However, there is a paucity of empirical studies exploring EMI teachers' AL in authentic classroom settings. To address this gap, an ethnographic case study was conducted to probe into six EMI teachers' assessment practices at a Chinese university for over three months. Data sources included classroom observations, semi-structured interviews, and documentation.The findings categorized the six courses into two types based on learning objectives: skill-based and competence-based. The skill-based courses leaned towards summative assessment in a predominantly monolingual environment. The assessment in the competence-based courses was formative-oriented, allowing students to code-switch freely. The varied assessment practices highlighted a multi-componential and evolving EMI teacher AL system, encompassing conceptual, praxeological, and developmental dimensions. The conceptual dimension comprised teachers' knowledge, skills, and dispositions pertaining to assessment. Knowledge included understanding of assessment, students, and self. Skills ranged from effective assessment planning and scaffolding to pedagogical strategies for facilitating the assessment process. Dispositions entailed empathy, responsibility, fairness and self-reflection. The praxeological dimensions showcased how participants engaged with assessment practices, characterized by four themes: inheriting and localizing, pushing and pulling, compromising and adjusting, and reflecting and developing. The developmental dimension was catalyzed by an interplay between teachers' dispositions as selfreflective teachers and engagement with reflective practices. Internal and external factors mediated teacher AL. Internally, factors such as teachers' prior teaching and learning experiences played crucial roles. Externally, students' language proficiencies at the classroom level, and the university assessment policies and cultures also shaped teacher AL. This study augments existing research on EMI teachers' AL and assessment practices, proposes a novel framework of EMI teachers' AL, and offers practical suggestions for stakeholders to promote teacher AL development collaboratively.
546 $a English
590 $a School code: 1382
650 4 $a Education. $3 516579
650 4 $a Higher education. $3 641065
650 4 $a English as a second language. $3 516208
650 4 $a Foreign language instruction. $3 3541319
653 $a English medium instruction
653 $a Assessment literacy
653 $a EMI teachers
653 $a EMI assessment
653 $a Classroom practices
690 $a 0515
690 $a 0444
690 $a 0745
690 $a 0441
710 2 $a University of Macau. $b Education. $e degree granting institution. $3 3821279
720 1 $a Yuan, Rui $e degree supervisor.
720 1 $a Yu, Shulin $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-10A.
790 $a 1382
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31769255