1. Introduction

This chapter introduced the concept of assessment literacy (AL) and discussed the challenges in integrating theory and practice in teaching practices, especially in the context of the English Curriculum Standards for General High School in China. It highlighted the importance of teacher research in bridging the gap between theoretical and practical knowledge and the lack of studies on how teachers transform knowledge into new understandings. The chapter also outlined the research focus on a secondary EFL teaching-research officer (TRO) and the aim to reveal the mechanism of teacher development in collaborative research and promote the theory-practice connection in developing teacher assessment literacy.

2. Literature Review

This chapter introduced the concept of assessment literacy (AL) and its evolution in the field of education, as well as the various models and perspectives surrounding AL, including language assessment literacy (LAL). It also discussed the complexities and challenges of conceptualizing and operationalizing AL, which is a dynamic and contested concept. Additionally, the chapter explored the need for developing teachers' AL, especially in the context of English language education in China, and the shift in research focus from a top-down to a bottom-up perspective. The chapter also addressed the gap between theory and practice in teacher development, and proposed more integrated methods such as reflective practice, teacher research, and university-school collaboration for teacher assessment literacy development.

3. Sociocultural Perspective on Concept Development

This chapter discusses the sociocultural perspective on concept development, exploring the formation of concepts and their mediation by social, cultural, and contextualized experiences. It also covers Vygotsky's two-sided path towards concept formation and the main phases of concept development associated with increasingly abstract thinking. Additionally, it addresses the criticisms and expansions of Vygotsky's work, including activity theory and expansive learning theory, which have broadened the horizon of research on concept formation. The chapter also presents the notion of collaborative construction of concepts in practice, emphasizing the multi-dimensional nature of collaborative concept formation.

4. Methods

This chapter introduces the context and participants of the study, which took place in a teacher development program in Beijing. The study aimed to explore a secondary EFL teaching-research officer’s construction of "teaching assessment literacy" through collaborative research practice using activity theory as the theoretical framework. The TRO, Hui, was chosen as the participant due to her particular identity and commitment to learning. Data was collected through interviews, observations, and documents over the two-year program. Data analysis was guided by the theoretical framework and conducted using qualitative software Nvivo 11 plus, focusing on the two research questions. Constant comparison and member-checking were used to ensure the validity of the analysis.

5. Findings

Data analysis reveals that the teacher Hui experienced a gradual process of concept development in four overlapping stages: 1) Choosing and Determining a Research Topic: Syncretic Image, in which she experienced dissonance and confusion when choosing her research topic; 2) Developing a Research Plan in Conjunction with Practical Problems: Complex, during which she experienced a more dynamic and integrated process of concept development; 3) Preparing for Data Collection and Annotation: Configuration, where she made greater strides in integrating theoretical and practical concepts, and 4) Reporting Strategies: Echolalia, when she demonstrated a demanding and comprehensive understanding of her research theme. Throughout these stages, Hui's development of the concept of “teaching assessment literacy” was influenced by the tension-laden process of co-constructing the research theme in collaborative research practice.

6. Discussion and Conclusion

This chapter discussed the trajectory of teacher concept development in collaborative research practice, focusing on the construction of the research theme "teaching assessment literacy" at the individual and collective levels. It demonstrated Hui's gradual transition of concept development, the interplay between her individual development and the collective development, and the effectiveness of the teacher development program in promoting teacher research and concept development. The study emphasized the importance of concept development as a goal of teacher research, especially for experienced teachers, and highlighted the significance of theory-practice integration in realizing new curriculum standards.