Influence of Transformational Leadership and Institutional Culture of Assessment on Teacher Assessment for Learning Practices: Literature Review

Abstract

Assessment for Learning (AfL) is a pedagogic and assessment strategy that is highly interactive and student-centered. It has been widely recommended for its ability to enhance learner autonomy and has been implemented in second and/or foreign language classrooms around the world in recent decades. The Ministry of Education of China has entrusted university leaders and teachers with the responsibility of implementing these reforms in Chinese English-as-a-Foreign Language (EFL) classes. Nevertheless, despite the extensive legislative initiatives aimed at promoting Assessment for Learning (AfL) across the country, university English as a Foreign Language (EFL) classes in mainland China continue to be primarily focused on traditional Assessment of Learning (AoL). Teacher evaluation practice is believed to be influenced by multiple levels of influences, specifically micro, meso, and macro levels. However, most of the current research in this field has mostly concentrated on smaller-scale matters, such as the language assessment literacy of instructors. The meso-level school characteristics, such as leadership style and institutional culture of assessment, have not been thoroughly investigated, particularly in the context of Chinese private college English as a Foreign Language (EFL) education. The discussion will focus on the results, findings, and their implications for tertiary education institutions in similar contexts. Ultimately, this study will emphasize the significant contributions made, acknowledge its shortcomings, and outline future options for comparable research.