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Ten volunteer tutors’ semi-structured interviews were analyzed using reflexive thematic analysis, yielding three themes that link interaction, curriculum, and Socratic questioning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/profiling-the-dynamics-among-assessment-curriculum-and-pedagogy/582226/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/profiling-the-dynamics-among-assessment-curriculum-and-pedagogy/582226.png","ImageObject",300,407,{"name":42,"@type":43},"Ophelia","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do language tutor identity and language assessment literacy influence teaching practice in community settings?","Question",{"text":63,"@type":64},"They shape tutors’ teaching decisions, particularly when tutoring happens informally without fixed curricula or assessments. The study focuses on how identities and assessment literacy guide pedagogy via curriculum choices emerging from unintended assessment practices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research method and analysis were used in the study?",{"text":68,"@type":64},"The study used Kremmel and Harding’s (2020) language assessment literacy framework to develop the interview schedule. Ten volunteer tutors’ semi-structured interviews were analyzed using ATLAS.ti with Braun and Clarke’s (2020) Reflexive Thematic Analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the three main themes revealed by the analysis?",{"text":72,"@type":64},"The analysis identified: (1) Interaction as Assessment, (2) Assessment as Curriculum, and (3) Socratic Questioning as Pedagogy. 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Tutors’ roles are especially critical in informal, community-based contexts, where they assist learners in one-on-one settings without fixed curricular or assessments. While previous studies have examined tutor identity in these contexts from a sociocultural perspective, little attention has been given to their teaching practices from an assessment standpoint. Therefore, this research aims at exploring how language tutors’identities and their language assessment literacy influence pedagogy through curriculum decisions emerging from unintended assessment practices. This qualitative study employed Kremmel and Harding’s (2020) language assessment literacy framework to guide the development of the interview schedule. Methodologically, Castillo-Montoya’s (2016)  \nCorrespondence  \nHaengA Kim  \n[haenga.kim@uq.edu.au](haenga.kim@uq.edu.au)  \nPublication  \nReceived: 12 March 2025  \nRevision: 13 August 2025  \nAccepted: 27 October 2025  \nPublished: 06 November 2025  \nCopyright  \n©2025 TESOL in Context  \nThis work is licensed under a Creative Commons Attribution–ShareAlike 4.0 International License.  \nInterview Protocol Refinement framework was adhered to, ensuring reliability and validity of the semi-structured one-on-one interviews. Ten volunteer tutors from an adult English literacy programme in Australia participated in these interviews, which were analysed using ATLAS.ti following Braun and Clarke’s (2020) Reflexive Thematic Analysis. The analysis revealed three major themes: (1) ‘Interaction as Assessment’,(2)‘Assessment as Curriculum’, (3) ‘Socratic Questioning as Pedagogy’. These findings underscore the importance of language tutor education informing purposeful use of assessment in teaching to cohesively link assessment with curriculum and pedagogy in TESOL in community settings.  \nKeywords: Assessment, curriculum, and pedagogy; community-based language education; interaction; language assessment literacy; reflexive thematic analysis; socratic questioning; tutor identity.  \nIntroduction  \nTeaching practice is moulded by language tutors’ identity (Morgan, 2017) . Curriculum selection is determined by their knowledge of the language and pedagogy (Wahlström, 2022) . Assessment use is informed by their language assessment literacy (Delgado, 2022) . Collectively, language tutors’ identities, knowledge of the language, and language assessment literacy form the foundation of the triad of educational practices: pedagogy, curriculum, and assessment. But what happens when there is no curriculum or assessment? How does this absence influence tutors’ teaching practices? These questions emerge in informal, communitybased language teaching context, where a tutor assists a learner in one-on-one settings without fixed curricular or assessments.  \nOne example is a library-based adult English literacy programme in Australia, where volunteer tutors, typically senior, native English-speaking citizens, support adult migrants in developing literacy for everyday life. Their motivation is social inclusion, positioning themselves not as teachers but as neighbours. Although valuable, their involvement as a neighbour may not be sufficient for guiding learners. To address this, tutor training sessions are provided before tutoring begins, as volunteers are not required to be registered teachers or hold TESOL qualifications. However, these sessions do not include dedicated language assessment literacy training, as standardised assessment is not part of the programme. Considering they are expected to teach without pre-determined curricular or assessments, identifying learning gapsand planning a lesson with appropriate material","cbCaioU5hSvSLCd0","https://ap.wps.com/l/cbCaioU5hSvSLCd0","pdf",823928,25,"English","# Abstract\n# Introduction\n# Literature review\n## Defining language assessment literacy\n# Method and findings\n## Themes identified","[{\"question\":\"How do language tutor identity and language assessment literacy influence teaching practice in community settings?\",\"answer\":\"They shape tutors’ teaching decisions, particularly when tutoring happens informally without fixed curricula or assessments. The study focuses on how identities and assessment literacy guide pedagogy via curriculum choices emerging from unintended assessment practices.\"},{\"question\":\"What research method and analysis were used in the study?\",\"answer\":\"The study used Kremmel and Harding’s (2020) language assessment literacy framework to develop the interview schedule. Ten volunteer tutors’ semi-structured interviews were analyzed using ATLAS.ti with Braun and Clarke’s (2020) Reflexive Thematic Analysis.\"},{\"question\":\"What are the three main themes revealed by the analysis?\",\"answer\":\"The analysis identified: (1) Interaction as Assessment, (2) Assessment as Curriculum, and (3) Socratic Questioning as Pedagogy. Together they highlight assessment as a key link between curriculum and pedagogy.\"}]","Profiling the dynamics among assessment, curriculum, and pedagogy | PDF",1792042856,63]