Design, Implementation, and Evaluation of a Needs-Based Language Assessment Literacy Training Program for Rural English Teachers in China

Abstract

The shift from assessment of learning (AoL) to assessment for learning (AfL) and assessment as learning (AaL) has heightened the demand for teacher language assessment literacy (LAL). Yet rural educators often have limited access to professional development in assessment. This study evaluated the LAL of rural English teachers in China (specifically in Shaoyang, Hunan Province), identified their urgent training needs, and implemented a contextually tailored LAL training program. A mixed-methods design was adopted, gathering data from 113 teachers through surveys, interviews, and classroom observations. Quantitative results (descriptive statistics, t-tests, and ANOVA) revealed a baseline mean LAL score of 16.42 out of 35, with highest knowledge in test methods and lowest in ethics, and significant differences across LAL dimensions (?² (6) = 52.37, p < .001, ?² = .18). Key needs included better skills in communicating results, using scoring rubrics, and conducting formative assessment. A six-week needs-based training intervention—combining face-to-face workshops, online modules, and one-on-one mentoring—led to significant improvements across all seven LAL dimensions. For example, the mean score for providing feedback increased from 2.31 to 3.15 on a 5-point scale (t (112) = 11.26, p < .001, d = 1.06). Qualitative feedback indicated that teachers valued the program’s practical activities and local relevance, though engagement with online components was modest. These findings demonstrate that a needs-based, context-sensitive LAL training program can substantially enhance rural teachers’ assessment literacy. The study offers a replicable model for teacher professional development in resource-constrained settings, with implications for policy and practice in narrowing urban–rural gaps in educational quality.