Using Narrative Inquiry to Explore Assessment Identities of EFL Lecturers

Abstract

Informed and inspired by the theoretical framework of Clandinin and Connelly (2000) and Looney et al (2017), this present study explored identity formation of a Vietnamese university EFL teacher’s assessment. Specifically, the three-dimensional space of narrative inquiry in Clandinin and Connelly (2000) and teacher assessment identity framework in Looney et al (2017) have shaped the conceptual stance in this study. Data were collected from the participant’s reflections on their assessment beliefs and practices using the Tree of life activity by Ncube (2006). Follow-up semi-structured interviews were conducted to triangulate the data. Findings from the study reconfirm the discontinuity nature as an attribute of teachers’ identity and assessment identity. The findings also highlighted the crucial role of the workingenvironment and community of practice in the process of teacher’s assessment identity formation. The paper concludes with some important implications for in-service teacher professional development in the EFL context.