The purpose of this paper is to examine how the teacher’s perceived value of student knowledge assessment (PVSKA) influences student knowledge development (SKD) in lessons and learning studies. It also explores the mediating roles of assessment approaches and methods (AAM) and assessment context (AC) in shaping this relationship.
The research is based on data collected from 558 English teachers participating in lesson and learning study projects in China. A structural equation modelling approach was applied to test the hypothesised relationships within the proposed conceptual framework.
The results indicate that the PVSKA does not have a direct effect on SKD. Instead, AAM and the AC serve as full mediators. These findings suggest that positive PVSKA must be reinforced by appropriate AAM and supportive AC to produce meaningful improvements in SKD in English learning.
The paper underscores the importance of designing systematic assessment strategies and fostering enabling contexts when conducting English lessons and learning studies. Researchers and practitioners can use the proposed model to strengthen the validity and credibility of evidence regarding SKD in classroom-based research.
This study contributes to the international lesson and learning study field by introducing and empirically testing a conceptual model of PVSKA. It offers new insights into how PVSKA can be translated into credible evidence of SKD through the interaction of AC and AAM.
