Exploring the Role of Initial Teacher Education in Promoting Student Teachers’ Language Assessment Literacy Development: A Focus on Formative Assessment Task Design

Overview

This study examines the development of language assessment literacy (LAL) in a single student teacher within an initial teacher education (ITE) context in China, with particular emphasis on formative assessment (FA) task design. LAL is operationalized as the knowledge and competencies necessary to design and implement assessment practices that facilitate learning. The research addresses a gap in existing literature by providing an in-depth examination of how individual student teachers interpret, appropriate, and negotiate FA task design throughout their engagement with coursework and teaching practicum, rather than documenting general developmental trends.

Methods and approach

The study employs a qualitative single-case design conducted within a Chinese ITE program. Data collection occurred across a teaching methodology course and a practicum experience. Multiple data sources were triangulated, including semi-structured interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals. Thematic analysis was applied to identify developmental patterns and contextual influences on the student teacher's LAL trajectories across the two educational contexts.

Results

The analysis identified four dimensions of developmental change in the student teacher's FA cognition and practice: (1) increased recognition of the pedagogical necessity to incorporate authentic FA tasks into lesson planning; (2) growing aspiration to implement FA-oriented instruction designed to promote higher-order thinking skills; (3) enhanced awareness of FA tasks' capacity to support students' self-regulated learning processes; and (4) development of more nuanced understandings regarding implementation challenges inherent in FA practices. The case simultaneously illustrates constraining factors, including pre-existing assessment conceptions, school culture norms, and insufficient targeted mentoring during practicum experiences.

Implications

The findings provide empirical detail regarding the mechanisms through which sustained engagement with FA task design can support LAL development in student teachers. The study demonstrates that initial teacher education programs can mediate student teachers' professional learning in assessment through structured coursework focused on FA task design. However, the research also highlights the significance of alignment between ITE preparation and contextual factors encountered in school settings, particularly regarding institutional assessment cultures and the quality of mentoring support. For ITE programs in similar educational contexts, the findings suggest the need for integration of FA task design into assessment curricula and the provision of sustained, context-sensitive support mechanisms during practicum phases. The work also points to the potential of course-integrated practicum experiences to address gaps between assessment theory and implementation practice.