From Testing to Productive Student Learning Implementing Formative Assessment in Confucian-Heritage Settings Routledge Research in Education Series
Auteur : Carless David
Research evidence indicates that formative assessment is one of the most effective ways of enhancing student learning. It is, however, difficult to implement successfully, principally because what is tested through summative assessment has such a powerful influence on teacher and student actions. This book scrutinizes the relationship between testing and learning from alternative perspectives to the dominant literature from the major Anglophone countries. It develops the notion of contextually grounded formative assessment practices by analyzing data from schools in the Confucian-heritage setting of Hong Kong. It explores questions such as:
? Under what circumstances do tests support or hinder student learning?
? How can teachers effectively prepare students for tests and appropriately follow up after tests?
? What are the key socio-cultural influences impacting on testing and student learning in the classroom?
? How do teachers change in their orientation towards assessment and what support do they require?
This text is a valuable resource for education students, professionals and researchers, policy-makers and curriculum developers.
1. Potentials and Pitfalls in Assessment 2. Summative and Formative Assessment: Building Productive Relationships 3. Testing and Assessment: Selection, Learning and Social Control 4. Education and Assessment in Hong Kong 5. ‘Restricted’ and ‘Extended’ Formative Assessment: Towards Contextually Grounded Models 6. Test Follow-Up as a Formative Assessment Strategy 7. Peer Learning and Assessment 8. Teacher Change and Formative Assessment 9. Conclusions and Implications: Ways Forward for Formative Assessment Appendices
Date de parution : 09-2012
15.2x22.9 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 93,25 €
Ajouter au panierDate de parution : 02-2011
Ouvrage de 280 p.
15.2x22.9 cm
Thème de From Testing to Productive Student Learning :
Mots-clés :
formative; assessment; hong; kong; strategies; summative; practices; bay; peer; school-based; Peer Assessment; Teacher Assessment Scheme; Formative Assessment; Professional Development; Formative Assessment Strategy; Bay School; Peer Cooperation; Summative Assessment; Teacher Change; Dynamic Assessment; Formative Assessment Practice; Tutorial School; Keju System; Peer Tutoring; TLCs; Social Reproduction; CHC Context; Imperial Examination System; TOC; Cooperative Learning; Mutual Adaptation Perspective; Chinese Imperial Examination System; Formative Assessment Principles; High Stakes Summative Assessments; Summative Evaluation