A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2018; you can also visit the original URL.
The file type is
This paper reports an investigation into the status quo of assessment literacy of Chinese middle school in-service English teachers. Using tasks designed by Coombe et al. (2007), the study finds out that Chinese secondary English teachers have low levels of assessment literacy. They are not aware of such principles as authenticity, sensitivity issues about test content and self-assessment. Especially, they are extremely incompetent in understanding statistics about item analysis and distractordoi:10.25134/ieflj.v1i1.607 fatcat:d4tvzuxv7za3pi4nozqvhfpcum