A Narrative Inquiry of a Vietnamese University EFL Teacher's Assessment Identity
Keywords:
narrative inquiry, teacher assessment identityAbstract
This research uses a narrative inquiry approach to explore the teaching and assessment practice of a lecturer working in one university in the northern part of Vietnam. To collect data, the research has adapted the Tree of Life activity (Ncube, 2006) as a narrative frame enabling the teachers to reflect on and share their stories about their assessment practice as well as the world in which they live and work. The theoretical framework is grounded Dewey’s (1938) notion of experience and Clandinin and Connelly's (1990) three-dimensional space of narrative inquiry, while the conceptual framework is based on Xu and Brown’s (2016) framework of teacher assessment literacy in practice and Looney, Cumming, Kleij and Harris (2017)’s reconceptualization of teacher assessment identity. The findings underscore the dynamic nature of language teacher identities, including their assessment identities, highlight the role the working context plays in shaping these identities, and illustrate how teacher assessment identities influence their assessment practice.
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