Analyzing the implementation of integrating teaching-learning-assessment (ITLA) in video-recorded English classroom practices in China

Abstract

This study investigated the implementation of integrating teaching, learning, and assessment (ITLA) in primary school English classrooms in China. Eight videos of demonstration lessons were selected from the Primary English section of the 12th National Exhibition of Foreign Language Classroom Teaching and Demonstration Lessons for Primary and Secondary Schools, and analyzed through systematic classroom observation. The analysis focused on three key aspects: teaching objectives, classroom activities, and assessment practices. The findings showed that while most teachers were able to connect objectives and activities relatively well, challenges still exist in areas such as the clarity of objective writing, the alignment between activities and objectives, and the diversity and effectiveness of assessment methods. Some teachers demonstrated basic efforts to incorporate formative assessment tools like self-assessment and peer-assessment. However, overall, the practice of ITLA is still at an early stage and needs further development. Based on the findings and the literature review, this study proposes practical recommendations for improving ITLA implementation in primary school English classrooms, such as refining objective-setting practices, strengthening task design based on real-life contexts, and promoting more diverse and student-centered assessment approaches.