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Table 4 Respondents’ assessment training received and needed in classroom-based assessment practices

From: Understanding university English instructors’ assessment training needs in the Chinese context

  Training received Training needed
   Frequency Percentage (%)   Frequency Percentage (%)
Developing classroom-based assessment Not at all
A little
Advanced
34
24
10
50.0
35.3
14.7
None
Basic
Advanced
9
37
22
13.2
54.4
32.4
Selecting and using ready-made tests Not at all
A little
Advanced
28
32
8
41.2
47.1
11.8
None
Basic
Advanced
9
44
15
13.2
64.7
22.1
Giving feedback based on assessment Not at all
A little
Advanced
29
28
11
42.7
41.2
16.2
None
Basic
Advanced
6
43
19
8.8
63.2
27.9
Using self -assessment Not at all
A little
Advanced
32
26
10
47.1
38.2
14.7
None
Basic
Advanced
6
43
19
8.8
63.2
27.9
Using peer-assessment Not at all
A little
Advanced
30
25
13
44.1
36.8
19.1
None
Basic
Advanced
6
43
19
8.8
63.2
27.9
Using integrated assessment Not at all
A little
Advanced
28
26
14
41.2
38.2
20.6
None
Basic
Advanced
5
39
24
7.4
57.4
35.3
Using portfolio Not at all
A little
Advanced
40
21
7
58.8
30.9
10.3
None
Basic
Advanced
8
42
18
11.8
61.8
26.5
Understanding the relation between assessment and China’s Standards of English Language Ability Not at all
A little
Advanced
36
24
8
52.9
35.3
11.8
None
Basic
Advanced
5
47
16
7.4
69.1
23.5
Preparing students for external tests (IELTS, TOEFL) Not at all
A little
Advanced
29
25
14
42.7
36.8
20.6
None
Basic
Advanced
10
36
22
14.7
52.9
32.4
Selecting appropriate assessment methods Not at all
A little
Advanced
33
26
9
48.5
38.2
13.2
None
Basic
Advanced
5
41
22
7.4
60.3
32.4