Ricky Lam
Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong
Hong Kong Baptist University
decade assessment literacy emerged significant research agenda yet much done explore teacher assessment literacy l2 writing study investigates hong kong secondary school teachers know think practice classroombased writing assessment questionnaire telephone interviews classroom observations study qualitatively examines extent sixtysix respondents achieved teacher assessment literacy perspectives aspects teacher assessment literacy needed consolidation selfreported findings show respondents pertinent assessment knowledge positive conceptions alternative writing assessments despite observation data indicate respondents partial understanding assessment learning aol assessment learning afl assessment learning aal fact attempting aal respondents could merely mimic procedures rather internalise essence implications discussed concerning develop teacher assessment literacy l2 writing classrooms