What the study found
The study found that sustained work on formative assessment (FA, assessment used to support learning) task design helped a student teacher develop more sophisticated language assessment literacy. It also showed that this development could be limited by prior assessment beliefs, school culture norms, and limited targeted mentoring.
Why the authors say this matters
The authors conclude that initial teacher education can mediate student teachers' engagement with FA task design. They suggest these findings have implications for teacher education programs in similar contexts, especially for integrating FA task design into assessment courses and providing sustained, context-sensitive support during practicum.
What the researchers tested
The researchers used an in-depth qualitative case study of one student teacher in a Chinese initial teacher education program. They analyzed semi-structured interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals across a teaching methodology course and a practicum.
What worked and what didn't
Sustained engagement with FA task design was associated with several reported developments: better recognition that authentic FA tasks should be included in lesson planning, a stronger desire to teach in ways that promote higher-order thinking, greater awareness of FA tasks in supporting students' self-regulated learning, and a more nuanced view of the challenges of implementing FA. At the same time, pre-existing assessment conceptions, school culture norms, and limited mentoring appeared to constrain this development.
What to keep in mind
This is a single-case study, so the findings are based on one student teacher rather than a larger sample. The abstract does not describe broader quantitative effects or report limitations beyond the contextual factors shaping this case.
Key points
- A student teacher's language assessment literacy developed through sustained formative assessment task design work.
- The student teacher came to value authentic FA tasks in lesson planning.
- The case showed growing interest in FA-oriented instruction that promotes higher-order thinking.
- FA tasks were linked to support for students' self-regulated learning in the study's findings.
- Prior assessment beliefs, school norms, and limited mentoring constrained development.
Disclosure
- Research title:
- Student teachers’ FA task design supported language assessment literacy development
- Authors:
- Siyuan Shao
- Institutions:
- Shanghai International Studies University
- Publication date:
- 2026-01-21
- OpenAlex record:
- View
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