4.4 Findings for Interaction between Mediating Factors and LAL Evolvement
4.4.1 The Identified Mediating Factors in LAL Evolvement
4.4.1.2 Contextual Factors
The second type of mediating factors identified was the context. LAL does not evolve in a vacuum, but in the context where LAL is situated. The participants also noticed the influence of context at three levels from macro through meso to micro. They articulated more meso and micro factors than macro factors, maybe due to the more direct and visible impact of the first two types. Macro speaking, the social assessment culture influenced the assessment conception. At the meso level, the school policy &
culture and education section they would teach influenced their assessment practices in LAL. Concerning the micro contextual factors, their future identity as head teacher and other stakeholder groups might also impact on their assessment preference and decisions. Finally, the facilitating role of pre-service teacher education programme in LAL evolvement was explained in a detailed way.
4.4.1.2.1 Macro level
At the macro level, the exam-oriented culture influenced the pre-service EFL teacher’s assessment conceptions, where AoL and AfL coexisted. The social assessment culture, especially the exam culture in China dramatically oriented the school education to prepare students to perform better in high-stakes examinations. Immersed in such an exam-oriented assessment culture, the conception of AoL was dominant among the participants. For instance, Carol, Daisy, and Flora recognized that the exam was the most effective and direct way to assess students. Moreover, Carol’s first choice was to utilize exercises to test students’ mastery of knowledge points.
The exam-oriented education prioritized exam scores in large-scale or small-scale.
However, Daisy opposed to focusing only on scores and argued the ideal assessment conception should not concentrate only on scores (learning results), but should take the learning process and attitude into account. She supported that the ultimate purpose of assessment was supposed to facilitate learning, thus, AfL conception was apparent in her expression.
[Assessee in middle school] In my senior middle school, I was tested frequently by kinds of examinations and then ordered according to the scores in the exam.
And the teaching content was confined within the examination content. The teacher told us to do the model tests as many as possible to gain a better score in college entrance exam…I think this practice is unavoidable against such a social surrounding. However, maybe it could be improved along with the advancement of the society. (Daisy, Interview Round 2)
Ideally, my assessment conception is not focusing only on scores when
assessing students, although relying on scores is prevalent. (Daisy, Interview Round 1)
…when I assess students, I would like to use assessment methods varying from person to person…The biggest principle of assessment should facilitate learning not inhibiting learning. (Daisy, interview Round 4)
4.4.1.2.2 Meso level
At the meso level, overall, the policy and culture of the school and the educational section where they would teach seemed to shape their assessment decisions. As Betty illustrated, whether she would send the grade sheet to the parents’ group depended on the school policy and culture. If the school did not mandate and other colleagues did not do so, she would choose not to communicate the assessment results in this way. In other words, the school policy and culture would press her into taking reluctant actions in ways of assessment results communication.
I feel that [sending the grade sheet to the parents’ group] depends on my colleagues’ behavior. If they choose to share in this way, I will certainly follow.
Or else, the parents may feel I am not responsible…another is policy of the school. If the school is open and has no mandatory requirements, I will choose not to communicate in this way. But if parents strongly require me to do so, I may obey their requirements because keeping the job is more important. (Betty, Interview Round 2)
Furthermore, the education section where she would teach also mattered, especially on assessment methods selection. She mentioned peer assessment was more suitable to be adopted in middle school than in primary school. That is to say, the education section where she would teach might influence her assessment practices in LAL.
If peer assessment is adopted in primary school, I believe a chaotic scene may be the final result due to everyone wants to express their ideas. Moreover, I think it is meaningless and fruitless to utilize peer assessment in primary school,
for they are too young to acknowledge the problem and to assess others. Maybe it is more appropriate and meaningful to apply to junior or senior middle school students. (Betty, Interview Round 3)
4.4.1.2.3 Micro level
Concerning the micro-level, three factors were figured out in the present study that influenced their assessment practices: identity of head teacher, students, and parents.
If they were appointed to be the head teacher of the class, they would be more likely to adopt certain assessment method, like portfolio assessment, by taking the advantages of being a head teacher (Betty).
If I will be the head teacher of the class, I will [implement portfolio assessment].
If not, I think it is not convenient for me to implement if I am only the teacher of English in the class. Though it still can be carried out, I feel its quality is not maximized without the advantage of being a head teacher…the head teacher may have a strong controlling power over the whole class through regular contact with the students after class. By the way, the students are more collaborative and have deeper feeling with head teacher. (Betty, Interview Round 3)
Besides, the student-related information like their family background, characteristics, age, number, and academic performance would also be a part of their consideration when designing assessment activities or providing feedbacks (Amy, Betty, Carol, and Edwin). For instance, Amy would consider the number of students being assessed;
Betty would provide attractive rewards to students based on their age; Carol would choose assessment methods according to students’ academic performance and behaviors; the student’s family background and characteristics would be placed as the first priority by Edwin when providing feedback.
The time for observation in assessment may be tight if there is a large number