Investigating the assessment literacy of Mandarin Chinese teachers in the UK
Investigating the assessment literacy of Mandarin Chinese teachers in the UK
This study explores the assessment literacy of Mandarin Chinese teachers in the Confucius Institutes (CI) in the UK. Analyses of the data from questionnaires and interviews indicate that the levels of assessment literacy among CI Mandarin Chinese teachers differ from those of local Modern Foreign Language (MFL) teachers, particularly in terms of the assessment methods used and their understanding of assessment practices. The assessment literacy characteristics of CI Mandarin Chinese teachers also vary according to their years of teaching experience and their educational backgrounds. By exploring the reasons behind these differences, this study will help future CI Mandarin Chinese teachers to be better prepared for their secondment in the UK education context and reduce anxiety over working in a different system, especially when it comes to assessing their students.
Mandarin Chinese teachers in the UK, Assessment literacy, Confucius Institute, Secondment
42-52
Zhang, Die
6bd2fa61-6916-4ac4-8514-81d8ef98a62a
Zheng, Ying
abc38a5e-a4ba-460e-92e2-b766d11d2b29
December 2022
Zhang, Die
6bd2fa61-6916-4ac4-8514-81d8ef98a62a
Zheng, Ying
abc38a5e-a4ba-460e-92e2-b766d11d2b29
Zhang, Die and Zheng, Ying
(2022)
Investigating the assessment literacy of Mandarin Chinese teachers in the UK.
International Chinese Language Education, 7 (4), .
Abstract
This study explores the assessment literacy of Mandarin Chinese teachers in the Confucius Institutes (CI) in the UK. Analyses of the data from questionnaires and interviews indicate that the levels of assessment literacy among CI Mandarin Chinese teachers differ from those of local Modern Foreign Language (MFL) teachers, particularly in terms of the assessment methods used and their understanding of assessment practices. The assessment literacy characteristics of CI Mandarin Chinese teachers also vary according to their years of teaching experience and their educational backgrounds. By exploring the reasons behind these differences, this study will help future CI Mandarin Chinese teachers to be better prepared for their secondment in the UK education context and reduce anxiety over working in a different system, especially when it comes to assessing their students.
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accepted manuscript July 2022
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Zhang & Zheng 2022_CI teacher AL
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More information
Accepted/In Press date: 2022
Published date: December 2022
Keywords:
Mandarin Chinese teachers in the UK, Assessment literacy, Confucius Institute, Secondment
Identifiers
Local EPrints ID: 468672
URI: http://eprints.soton.ac.uk/id/eprint/468672
ISSN: 2096-3106
PURE UUID: 5b9b572d-7dc0-44be-bc68-3daf7c212980
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Date deposited: 19 Aug 2022 17:21
Last modified: 17 Mar 2024 07:26
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Author:
Die Zhang
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