An approximate replication of reassessing the relationship between classroom tasks and environment in EFL Classrooms

• In Event: Reimagining Assessment as a Learning Process: Student Voice, Classroom Practice, and Data Analytics

Abstract

Abstract: Background From a trend of combining classroom assessment (CA) and self-regulation learning (SRL), this study replicated Cheng et al. (2015) approximately to reassess the relationship between classroom assessment tasks (CATs) and the classroom assessment environment (CAE) in Chinese secondary vocational EFL classrooms to respond to use the power of CA in fostering self-regulated learning. Aim To examine the relationships between CATs and CAE in Chinese secondary vocational EFL classrooms to test the validity of Brookhart’s (1997) CAE theory. Methods Questionnaire and stepwise regression analysis were used. Results Authenticity and congruence with planned learning predicted learning-oriented CAE, while transparency and student consultation predicted performance-oriented CAE.

Authors

• He Yang, City University of Macao

• Liying Cheng, City University of Macao

• Yiran Miao, Chengdu University of Information Technology

• Sihui Yu, City University of Macao