1. Introduction

This chapter describes a study aiming to design and implement a professional development program for EFL teachers in China to develop their assessment literacy. It outlines the significance of assessment literacy and formative assessment, and how formative assessment is visualized as spiraling cycles. In addition, it discusses the requirement for substantial knowledge among teachers to effectively implement formative assessment in classrooms. Furthermore, it presents the various models of teacher continuing professional development (CPD) and their effectiveness in bringing about changes in teacher knowledge and practices.

2. This Study

This chapter describes a study that explores the impact of a CPD program on developing teacher classroom assessment literacy for formative purposes. It details a 12-week professional development program designed to enhance teacher classroom-based formative assessment literacy. The chapter also provides details about the participating teacher, Cassie, her teaching context, data collection, and data analysis methods used in the study. The study collected and analyzed classroom video recordings, conducted interviews with Cassie and her students, and collected various artifacts for analysis. The data was transcribed, coded, and analyzed using NVivo 12, with specific components of classroom assessment practices serving as a guide for analysis.

3. Findings

Cassie gained assessment knowledge after participating in participatory action research. Before CPD, her teaching goals were vague and lacked coherence, with unclear and unreasonable objectives. These goals were not connected to the curriculum or textbook targets. After CPD, Cassie clarified goals, set clearer objectives, and connected them to the curriculum standards. Her elicitation of evidence also shifted from classroom function to subject core competencies after CPD. The frequency of eliciting subject core competencies increased, and her questioning techniques changed. Overall, her CPD program significantly impacted her growth in classroom assessment literacy for formative purposes.

4. Discussion

This chapter has presented the improvements in one English language teacher's assessment literacy after a 12-week teacher continuing professional development program. The importance of target-oriented formative assessment and setting clear teaching and learning objectives was discussed, as well as the need for aligning teaching, learning, and assessment goals. The problem of completing formative assessment cycles and the skill dimension of teacher learning were also explored. The chapter emphasizes the slow and challenging process of developing assessment literacy as a skill, and the emotional frustrations that both teachers and students may experience during this journey.

5. Conclusion

This chapter discusses the importance of continuing professional development for in-service teachers in developing their formative assessment literacy. The study shows that action research can help teachers develop their classroom-based assessment literacy, especially for secondary school teachers. The study also provides new theoretical insights and practical procedures for the realistic enactment of research results in the classroom, emphasizing the importance of domain-specific learning targets and multiple sources of learning evidence. It also highlights the need for multiple judgments before deciding on the necessity and type of feedback and follow-up actions. These insights give teachers more confidence in implementing formative assessment practices.