Exploring Assessment-Related Emotions Among Chinese Teachers

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Exploring Classroom Assessment Tasks, Feedback, and Emotions (Table 2)

Abstract

Affective dimensions of teacher assessment literacy play a crucial role in professional development and student learning, but measurement of these dimensions is underdeveloped, especially in the Chinese context. This study applies a newly developed instrument to examine the affective orientations of 5,404 Chinese primary and secondary school teachers toward assessment. Factor analysis supports interpreting teacher responses through a structure consisting of positive and negative emotions. Group comparisons found medium effect-size differences only in positive emotions and across subject taught, class size, and experience with assessment-related professional learning.

Authors

• Xiangmei Chen, East China Normal University

• Chad M. Gotch, Washington State University

• Ning Ben Tao, East China Normal University