Proceedings of the 2025 4th International Conference on Social Sciences and Humanities and Arts (SSHA 2025)

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Perception and Practice of Formative Assessment among English Teachers: Dilemmas and Breakthroughs in the Context of Exam-Oriented Teaching

Authors
Ying Liu1, Jingbo Hu1, *
1Chengde Medical University, Chengde, Hebei, 067000, China
*Corresponding author. Email: hujingbo@cdmc.edu.cn
Corresponding Author
Jingbo Hu
Available Online 22 June 2025.
DOI
10.2991/978-2-38476-432-7_45How to use a DOI?
Keywords
Formative Assessment; Exam-Oriented Teaching; College English Teachers; Mixed-Methods Research; Assessment Reform
Abstract

This research examines college English teachers’ perceptions, attitudes, and practices regarding formative assessment in the exam-oriented teaching context at four universities. Using a mixed-methods approach, data from 102 teachers were collected via a questionnaire combining Likert-scale and open-ended questions. Quantitative and qualitative data were analyzed, and the findings reveal that while teachers value formative assessment (attitude mean = 4.1, SD = 0.5), its implementation is limited (practice mean = 2.5, SD = 0.8), with only 23.5% frequently using it. Key barriers include exam pressure, time constraints, insufficient training, low student engagement, insufficient institutional support, and limited utility. The research underscores the conflict between formative assessment and exam-oriented teaching, calling for a shift in assessment philosophy, enhanced teacher training, and institutional support. Recommendations include integrating formative and summative assessments, reducing non-teaching burdens, and reforming exams to incorporate formative outcomes, aiming to foster students’ holistic development.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2025 4th International Conference on Social Sciences and Humanities and Arts (SSHA 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
22 June 2025
ISBN
978-2-38476-432-7
ISSN
2352-5398
DOI
10.2991/978-2-38476-432-7_45How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Ying Liu
AU  - Jingbo Hu
PY  - 2025
DA  - 2025/06/22
TI  - Perception and Practice of Formative Assessment among English Teachers: Dilemmas and Breakthroughs in the Context of Exam-Oriented Teaching
BT  - Proceedings of the 2025 4th International Conference on Social Sciences and Humanities and Arts (SSHA 2025)
PB  - Atlantis Press
SP  - 386
EP  - 393
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-432-7_45
DO  - 10.2991/978-2-38476-432-7_45
ID  - Liu2025
ER  -