Pre-service Chinese language teachers’ conceptions of assessment: A person-centered perspective

• Autores: Lin Lin, Guan Ying Li, Xuejun Guo
• Localización: Language teaching research, ISSN 1362-1688, Vol. 28, Nº. 1, 2024, págs. 273-295
• Idioma: inglés
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• Resumen

  • Teachers’ conceptions of assessment are a significant indicator of teacher assessment literacy. This study contextualized pre-service teachers’ conceptions of assessment in Chinese second language education. An exploratory factor analysis generated eight first-order factors and the following confirmatory factor analysis found a hierarchical model, reflecting a noticeable influence of prior learning experiences and official assessment regimes on conceptions. A follow-up latent profile analysis showed three profiles. Improvement-oriented was the most prevalent profile, but more than 40% of the participants were categorized as negative. The study substantiated the need to develop an integrative and balanced understanding of assessment in teacher education to prepare pre-service teachers for teaching in international contexts.