High School English Teachers' Classroom Assessment Practices in China and Korea
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Classroom assessment plays an essential role in language teaching and learning. However, there is no comparative research on English teachers’ classroom assessment practices in the EFL settings. Accordingly, the present study investigated English classroom assessment practices in China and Korea. A total of 766 high school teachers (524 from China vs. 242 from Korea) who participated in the study responded to the questionnaire that consists of four parts—assessment purposes, methods, and procedures, and background information of the participants—followed by open-ended questions. Conclusively, there was a trend of more differentiation than similarity in the classroom assessment practices between the two groups of teachers probably because of their different educational, political, and social environments. Detailed information about the results with discussion is provided.
Abstract
Classroom assessment plays an essential role in language teaching and learning. However, there is no comparative research on English teachers’ classroom assessment practices in the EFL settings. Accordingly, the present study investigated English classroom assessment practices in China and Korea. A total of 766 high school teachers (524 from China vs. 242 from Korea) who participated in the study responded to the questionnaire that consists of four parts—assessment purposes, methods, and procedures, and background information of the participants—followed by open-ended questions. Conclusively, there was a trend of more differentiation than similarity in the classroom assessment practices between the two groups of teachers probably because of their different educational, political, and social environments. Detailed information about the results with discussion is provided.
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