Advancing e-assessment for learning in the primary EFL writing classroom: the role of collaborative teacher professional learning

While research on teacher implementation of e-assessment for learning (E-AfL) in EFL writing is conducted increasingly at the tertiary level, the scope of research on primary teachers’ E-AfL in writing is limited, particularly regarding how teacher professional learning influences their actual practices. The study moves along this line of inquiry and investigates the impact of a year-long collaborative teacher professional learning opportunity on a primary teacher’s practices of E-AfL in EFL writing in China. The collaborative teacher professional learning opportunity was carried out to involve one contact teacher, one instructional leader, two school colleagues and two researchers via a workshop focusing on content knowledge and pedagogical principles of E-AfL in L2 writing and follow-up sessions of experiential and collaborative learning through five cycles of “planning, action and reflection” activities. The collected data included documents, interviews, reflections, observations and teacher’s written feedback. The findings indicated that the teacher navigated through three phases of development: E-AfL implementation strictly following researcher guiding principles; developing capacities regarding E-AfL; and matured E-AfL practices and established leadership. The study concludes with implications for supporting teacher professional learning and implementation regarding E-AfL in writing, emphasizing a contextualized, experiential, collaborative, sustainable framework for promoting teacher professional development.