1. Background

This chapter introduces the background of formative assessment and its connection with learning-oriented assessment (LOA) in the context of EFL curricula in Chinese junior high schools. It discusses the evolution of assessment principles in EFL curricula and the conflict between formative assessment principles and high-stakes summative tests such as SHSEET. The chapter also highlights the need to explore the implementation of LOA in the context of SHSEET in Chinese junior high schools.

2. Literature Review

This chapter introduces the development of Learning-Oriented Assessment (LOA) and its relationship with formative assessment. It discusses the key principles of LOA, as well as the more complex LOA cycle designed by Jones and Saville. It highlights the strengths of LOA, the empirical application of LOA theory to summative assessments, and the importance of training for teachers in integrating exams into learning.

The second part of the chapter focuses on formative assessment and LOA practices in Confucian-heritage EFL contexts, particularly within junior high schools, where the exam-oriented assessment culture has been found to negatively influence formative assessment practices. The chapter also includes examples of formative assessment practices and classroom interaction practices in these contexts and highlights studies that recommend assessment training for teachers to improve formative assessment practices.

3. Research Questions

This chapter aims to explore junior high school teachers' understanding and enactment of LOA in a high-stakes test preparation context. The two research questions addressed are: 1) How do teachers understand learning-oriented assessment (LOA)? 2) How do teachers enact LOA in the SHSEET preparation context?

4. Methodology

This chapter described the methodology used in the study, which involved a case study method and included three junior high school English teachers in China. The context and participants were explained, along with details about the participating schools and teachers. Data collection methods included classroom observations and semi-structured interviews, and data analysis involved thematic analysis following coding of the transcribed data.

5. Results and Discussion

Based on the chapter "Results and Discussion" from the paper "Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers," the key points are as follows:

- The three teachers shared a foundational understanding of LOA principles, with Hu and Zhang demonstrating a clearer understanding of the concept compared to Lan. Lan was unfamiliar with the concept of LOA and expressed doubts regarding her understanding.

- The three teachers prioritized learner needs and improving students’ learning, using practices such as flipped classes and intentionally increasing the level of difficulty of language knowledge taught in classes.

- Despite their intentions to implement LOA, the teachers felt that in the context of high-stakes standardized test preparation, the implementation of LOA was impractical, reflecting the powerful washback of the SHSEET on teaching and learning.

- Practices of feedback, learner-centered classroom tasks and interaction, and encouraging learner autonomy emerged, with the practices of feedback being mainly oral and tailored to students' language proficiency levels.

- The teachers were observed to enact LOA in different ways, such as using practices of contingent oral feedback, learner-centered classroom tasks and interaction, and encouraging learner autonomy during SHSEET preparation.

6. Conclusion

This chapter discussed the findings of the study, which suggest that EFL teachers in China had some understanding of LOA and implemented it through oral feedback, learner-centered tasks, and encouraging learner autonomy. The study also highlighted the limitations and the need for further research, including longitudinal studies, the impact of the COVID-19 outbreak, and the inclusion of key stakeholders in high-stakes testing contexts.