What the study found
The study found that sustained engagement with formative assessment task design supported the development of a student teacher’s language assessment literacy, or the knowledge and skills needed to design assessment that supports learning. The student teacher showed more sophisticated understanding of formative assessment and also faced constraints from earlier beliefs, school norms, and limited mentoring.
Why the authors say this matters
The authors conclude that initial teacher education can mediate student teachers’ engagement with formative assessment task design. They suggest this has implications for teacher education programs in similar contexts, especially for including formative assessment task design in assessment courses and offering sustained, context-sensitive support during practicum.
What the researchers tested
The researchers used an in-depth qualitative case study of a single student teacher in a Chinese initial teacher education program. They analyzed semi-structured interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals across a teaching methodology course and a practicum.
What worked and what didn't
Working with formative assessment tasks over time was associated with several changes: stronger recognition that authentic formative assessment tasks belong in lesson planning, a growing wish to teach in ways that promote higher-order thinking, and greater awareness that these tasks can support students’ self-regulated learning. The case also showed a more nuanced understanding of the challenges of implementing formative assessment.
What to keep in mind
This is a single-case study, so its findings come from one student teacher and cannot be treated as broad evidence on their own. The abstract also notes specific constraints in development, but it does not describe additional limitations beyond the case context.
Key points
- A single student teacher’s language assessment literacy developed through sustained work on formative assessment task design.
- The student teacher increasingly saw authentic formative assessment tasks as important in lesson planning.
- The case showed growing interest in formative assessment-oriented instruction that supports higher-order thinking.
- The student teacher became more aware that formative assessment tasks can foster students’ self-regulated learning.
- Pre-existing assessment beliefs, school culture norms, and limited targeted mentoring constrained development.
Disclosure
- Research title:
- Sustained teacher education support shaped FA task design learning
- Authors:
- Siyuan Shao
- Institutions:
- Shanghai International Studies University
- Publication date:
- 2026-01-21
- OpenAlex record:
- View
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