Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
Yang, X; Teng, Y; Gu, Z; et al.Zhang, D
Date: 1 February 2021
Journal
Research in Language and Education: An International Journal
Publisher
Van Yuzuncu Yil University, Turkey
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Abstract
Little research has been conducted on self and peer assessment (hereafter, SA and PA) in
Chinese language education in the United States, despite the fact that both forms of assessment
have multiple benefits for language learning and it is argued they should be an integral
component of language teachers’ repertoire of classroom ...
Little research has been conducted on self and peer assessment (hereafter, SA and PA) in
Chinese language education in the United States, despite the fact that both forms of assessment
have multiple benefits for language learning and it is argued they should be an integral
component of language teachers’ repertoire of classroom assessment. Particularly, little is known
about Chinese language teachers’ perceptions of SA and PA and their classroom SA and PA
practices. To address this knowledge gap, this study aimed at exploring Chinese language
teachers’ perceptions and implementation of SA and PA and establishing a ground for future
research in this field. Using a qualitative methodology, we interviewed ten K–12 Chinese
language teachers in US schools. By examining the interview responses of those teachers, this
study revealed some important findings. Notably, all the teachers realized the benefits of SA and
PA for student learning. Yet, there was rare use of them in most teachers’ classrooms. We
discussed this gap by drawing upon the probed responses of the teachers as well as our
inferences. The findings of this study inform SA and PA of Chinese language in K–12
classrooms and professional development for Chinese language teachers in US schools.
School of Education
Faculty of Humanities, Arts and Social Sciences
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