1. Introduction

This chapter introduces the background and significance of the study, emphasizing the tensions between modern educational ideas and traditional exam-based systems in China. It highlights the importance of understanding teachers’ conceptions of assessment (CoA) in the context of assessment reforms, particularly for senior high school EFL teachers in China. The chapter also discusses the need for research on Chinese EFL teachers’ CoA and outlines the narrative approach to be used in the study.

2. Literature Review

This chapter provides a literature review on teachers' conceptions of assessment (CoA), focusing on different purposes of assessment and how they are perceived by teachers in various educational contexts. It also discusses the factors affecting teachers' CoA, including personal, experiential, and contextual factors. The chapter emphasizes the importance of using a narrative approach to investigate teachers' CoA in order to gain a rich and complex understanding of the issue.

3. Methodology

This chapter discussed the methodology and techniques used in the narrative study to investigate EFL teachers' conceptions of assessment (CoA) and the influential factors that mediate their CoA. The study used narrative frames to gather information from 48 teachers in a teacher training program in southern China. The frames included statements for teachers to fill in with their CoA and factors that influenced their CoA. Thematic analysis procedures were followed to analyze the data and two categories related to conceptions of assessment purposes, and three categories of influential factors emerged from the analysis.

4. Findings

This chapter presented findings related to the conceptions of assessment and influential factors affecting EFL teachers' conceptions of assessment. Most participants valued the improvement purpose of assessment over the accountability purpose, with 39 participants believing that assessment was a tool for improving teaching, student development, and learning. Personal, experiential, and contextual factors were identified as influential in shaping teachers' conceptions of assessment. Teachers' agency in assessment, (anti-)apprenticeship of observation of assessment, and exam-oriented culture were the three salient factors identified. These factors played a significant role in shaping teachers' conceptions of assessment and influencing their assessment practices.

5. Discussion

This chapter discusses the findings from the study, which explored the status of EFL teachers' conceptions of assessment (CoA) and the influencing mechanisms of various factors for CoA in the context of Chinese senior high schools. The findings reveal that the teachers prioritize the purpose of facilitating students' all-round development in assessment, aligning with the educational goals outlined in the English Curriculum Standards for Compulsory Education and Senior High Schools in China. The research also identifies that teachers' CoA could be shaped by their experiences and the exam-oriented culture, further influenced by their reflective agency in assessment practices. The study emphasizes the importance of teacher agency for CoA development and their learning of assessment, as well as how emotions and cultural norms can also play a role in shaping CoA. Additionally, it highlights the backwash effects of high-stakes examination on teachers' interpretation and implementation of assessment in China, calling for further research into these areas.

6. Implications and Conclusion

This chapter discussed the implications of the study's findings on Chinese EFL teachers' conceptions of assessment and how personal, experiential, and contextual factors mediate these conceptions. The study revealed that assessment serves the primary purpose of facilitating students' development, although it is also influenced by factors such as teachers' agency, apprenticeship of observation, and the exam-oriented culture. The study's limitations include the non-representative sample of EFL teachers and the potential limitations of the narrative frame. Recommendations for future research include employing different sampling methods and adopting mixed methods research designs. The study also provides implications for policymakers, school administrators, teacher educators, and teachers, including the need to create a learning-oriented educational culture, equip teachers with formative and summative assessment skills, provide assessment-related training, and opportunities for teachers to participate in learning communities.