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Teaching-learning-assessment Alignment in Senior High School English Reading Instruction:A Case Study from a Shenzhen-based High School

Yaoqi Song

Abstract


The most recent decade has witnessed a gradual increase of the importance of TLAA in practices and research studies. Relevant research mainly focused on the exploration of chemistry,math and physics rather than on English.What’s more,fewer studies have been conducted specifically on the teaching of reading.Therefore,this study explored its application in English reading classes via quantitative and qualitative methods.Through analysis,major findings show that 1)teachers understand TLAA conceptually but lack diversity in strategies and predefined assessment goals;2)alignment between teaching,learning,and assessment objectives is inadequate.;3)TLAA’s application is hindered by time constraints,exam pressure,and student levels.Implications for teaching practices are discussed.

Keywords


Teaching-learning-assessment alignment; Senior school English teaching; Reading teaching; Classroom observation; Interview

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References


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DOI: http://dx.doi.org/10.18686/ahe.v8i4.13274

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