The Mediating role of Teacher assessment beliefs on Transformational Leadership and Institutional Culture of Assessment on Teacher Practices
DOI: https://doie.org/10.0926/Fls.2024975511
Authors:Guo Yujie, Albattat, Ahmad, Ali Sorayyaei Azar
Keywords:
Assessment for learning; Chinese EFL classrooms; Transformational leadership; institutional culture of assessment
Abstract:
Assessment for Learning (AfL) is an interactive and student-centered pedagogical and assessment approach. Widely acclaimed for its capacity to augment learner autonomy, this approach has been adopted in second and/or foreign language classrooms worldwide in recent decades. The Ministry of Education of China has assigned university administrators and instructors the task of executing these changes in Chinese English-as-a-Foreign Language (EFL) courses. However, even with the implementation of comprehensive legislative measures to encourage Assessment for Learning (AfL) nationwide, university English as a Foreign Language (EFL) courses in mainland China still predominantly emphasize traditional Assessment of Learning (AoL). It is widely accepted that teacher assessment practice is shaped by various levels of influences, namely micro, meso, and macro levels. Nevertheless, the majority of the existing research in this domain has primarily focused on more limited issues, such as the linguistic proficiency of language instructors. No comprehensive study has been conducted on the meso-level school features, such as leadership style and institutional culture of assessment, especially in the setting of Chinese private college English as a Foreign Language (EFL) education. The findings indicated that teachers' assessment views mediate the association between transformational leadership style and teacher involvement in assessment. However, the effect of mediation alone was not statistically significant (β = 0.034, t = 0.895, p > 0.05). The study found a substantial mediation effect of teachers' assessment beliefs in the link between institutional culture of assessment and teacher involvement in assessment, as indicated by a score of β = 0.832, t = 28.266, p > 0.05.
