The Relationship of Transformational Leadership and Institutional Culture of Assessment on Teacher Assessment for Learning Practices: a Mediated-Moderated study
DOI: https://doie.org/10.0926/Fls.2024541497
Authors:Guo Yujie, Albattat, Ahmad, Ali Sorayyaei Azar
Keywords:
Assessment for learning; Chinese EFL classrooms; Transformational leadership; institutional culture of assessment
Abstract:
Interactive and focused on the needs of the students, Assessment for Learning (AfL) is both a teaching and testing approach. Its capacity to foster student agency has led to its widespread adoption in the last several decades in language classes worldwide. These changes will be implemented in Chinese EFL programs by university administrators and instructors, according to the Chinese Ministry of Education. However, traditional Assessment of Learning (AoL) remains the primary focus of university English as a Foreign Language (EFL) lectures in mainland China, despite broad legislative measures to promote Assessment for Learning (AfL) nationwide. Theoretically, there are micro, meso, and macro levels of influences on teacher assessment practice. But up until now, studies in this area have primarily focused on more localized issues, like teachers' proficiency with language assessments. The transformational leadership style was evaluated using the KMO and Bartlett's Test of Sphericity. The findings revealed a KMO value of 0.860, which is higher than 0.7. Bartlett's Test of Sphericity yielded an approximate chi-square value of 912.384, with 153 degrees of freedom and a significance level of 0.000. This indicates that factor analysis is the best method for analyzing the data related to teachers' views and involvement in assessment. Transformative leadership style (W=12.47, P<0.05), teacher involvement in assessment (W=26.574, P<0.001), and teachers' beliefs about assessment (W=31.73, P<0.001) were all significantly different according to the Kruskal-Wallis Test.
