Impacts of AI-driven Formative Assessment Model on EFL Teachers’ Assessment Literacy
DOI:
https://doi.org/10.54097/bh2wc680Keywords:
The AI-driven Formative Assessment Model, EFL Teachers, Assessment Literacy, Teacher Professional Development, Formative AssessmentAbstract
The English Curriculum Standards for Senior High School (2017 Edition, 2025 Revision) advocates the integration of formative and summative assessment throughout teaching procedures and competency-oriented assessment design, which raises higher requirements for teachers’ assessment competence. While artificial intelligence brings new opportunities to classroom formative assessment, few studies explore how AI-enabled assessment shapes EFL teachers’ professional assessment ability. This study addresses two research questions: how AI-driven formative assessment influences EFL teachers’ assessment literacy, and what obstacles teachers meet when applying this model. Based on literature review, this paper verifies that the AI-based assessment improves teachers’ assessment literacy in four dimensions: data interpretation, feedback quality, assessment understanding and assessment mindset. Meanwhile, four persistent barriers including technical instability, insufficient training, inadequate infrastructure and ethical risks restrict its classroom application. The results provide references for teacher training, school support systems and teachers’ self-directed professional growth, enriching relevant discussion on teacher competency development in the digital era. As a literature review, this paper lacks empirical data and fails to cover contextual differences across diverse education settings; follow-up empirical research is required for further verification and optimization.
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