This three-year longitudinal study examines the
development of four Chinese novice EFL teachers’ classroom
assessment literacy, which refers to teachers’
knowledge of and abilities to conduct classroom assessment
and is reflected in their planned and improvised
assessment practices. The dataset includes 26 classroom
observations, 48 interviews, and 171 participants’ journal
entries. Data analysis following the paradigmatic analytic
procedures reveals three developmental stages for novice
teachers’ classroom assessment literacy: the first stage
features the acquisition of practical techniques for planned
classroom assessment; the second stage allows novice
teachers to gain a growing awareness to connect planned
classroom assessment to teaching objectives, but the usefulness
of assessment results in teaching adjustments was
only confined to an improved plan of a future teaching
situation; in the third stage, novice teachers are more
inclined to conduct improvised formative assessment in
teaching which shows immediate assessment-driven
teaching improvements in response to dynamic classroom
interactions.

EB00000002471K

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• Exploring Novice EFL Teachers’ Classroom Assessment Literacy Development: A Three-Year Longitudinal Study