A SYSTEMATIC REVIEW OF EFL TEACHERS’ CLASSROOM ASSESSMENT PRACTICE IN CHINA’S HIGHER VOCATIONAL COLLEGES

Abstract

In recent years, the gaining importance of classroom assessment in the teaching and learning process has aroused wide concern among scholars and practitioners. However, systematic reviews of EFL teachers’ classroom assessment in China’s higher vocational colleges are scarce. The purpose of this study is to explore the characteristics and major emerging themes of the previous studies on EFL teachers’ classroom assessment practice in China’s higher vocational colleges by reviewing the literature published between 2012 and 2022. A systematic research on the literature was conducted using the database of China National Knowledge Infrastructure (CNKI). A total of 27 studies were included in this review. Results indicated that empirical studies on EFL teacher’s classroom assessment practice feature a small number in quantity, a heavy lack of high-impact journals and extensively applicable research designs and diversified emerging themes. Six major emerging themes were identified from the content analysis of the identified studies. They are (1) formative assessment; (2) multiple assessments; (3) teachers’ assessment speech; (4) teaching quality assessment; (5) the construction of assessment system; and (6) the construction of assessment models.