Bridging local needs and national standards: Use of standards-based individualized feedback of an in-house EFL listening test in China. (July 2022)

• Record Type: Journal Article
• Authors: Min, Shangchao; Zhang, Juan; Li, Yue; He, Lianzhen
• Other Names: Dimova Slobodanka guest-editor.; Yan Xun guest-editor.; Ginther April guest-editor.
• Is Part Of: Language testing. Volume 39:Number 3(2022)
• Page Start: 425
• Page End: 452
• Publication Date: 2022-07
• Subjects: Individualized feedback -- local language tests -- national standards -- self-assessment -- tailored instruction; Language and languages -- Ability testing -- Periodicals; Language and languages -- Examinations -- Periodicals; 407.6
• DOI: 10.1177/02655322211070990
• Languages: English
• ISSNs: 0265-5322

Abstract

Local language tests are an arena where national language standards can be operationalized to create a hub for integrating assessment results and language support. Few studies, however, have examined the operationalization of national standards in local language assessment contexts. In this study, we proposed a model to present the integration of national standards in local contexts to guide assessment, teaching, and learning. Using this model, we conducted a 5-month longitudinal study involving 689 college students to examine (1) the consistency between their internal and external assessment feedback (i.e., standards-based self-assessment ratings and standards-based individualized English as a Foreign Language [EFL] listening test feedback) and (2) the effectiveness of standards-based teaching intervention in enhancing their perceived and actual language development. The results showed that the test feedback generally aligned well with students' self-assessment and perceptions at the overall listening skill and subskill levels, yet student perceptions outlined needs for feedback refinements. In addition, the use of the standards-based individualized feedback, in conjunction with language support courses and practice materials, facilitated students' perceived and actual listening achievement. This study makes an important contribution to local language testing by demonstrating the potential of a local instrument to provide a bridge between local instructional goals and national standards.