{"title":"Problematising formative assessment in an undeveloped region of China: voices from practitioners.","authors":"Qiuxian Chen, Jiajin Zhang, Liang Li","doi":"10.1007/s11092-021-09369-5","DOIUrl":null,"url":null,"abstract":"<p><p>Despite the widely acknowledged pro-learning function of formative assessment and its wide adoption around the globe, the gaps between policy intention, interpretation and implementation remain a problem to be solved. While this problem is noted universally, it could be particularly serious in China, where Confucian Heritage Culture is deeply ingrained and education development is not quite balanced. This study, via interview data with English teachers and deans from eight universities in an undeveloped region of the Mid-western China, explores the overall environment for a formative assessment initiative that is currently in place. Data analysis reveals multiple issues, such as insufficient support, improper dissemination and ineffective training at the meso-level and the instructors' limited assessment ability, large class sizes and student's resistance at the micro-level. A conclusion is thus drawn that the overall environment in this region is by no means favourable for the effective implementation of formative assessment, and implications are derived for better realisation of assessment innovations in this and other undeveloped regions of China.</p>","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 4","pages":"649-673"},"PeriodicalIF":2.8000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-021-09369-5","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Assessment Evaluation and Accountability","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11092-021-09369-5","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2021/8/10 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 6
Abstract
Despite the widely acknowledged pro-learning function of formative assessment and its wide adoption around the globe, the gaps between policy intention, interpretation and implementation remain a problem to be solved. While this problem is noted universally, it could be particularly serious in China, where Confucian Heritage Culture is deeply ingrained and education development is not quite balanced. This study, via interview data with English teachers and deans from eight universities in an undeveloped region of the Mid-western China, explores the overall environment for a formative assessment initiative that is currently in place. Data analysis reveals multiple issues, such as insufficient support, improper dissemination and ineffective training at the meso-level and the instructors' limited assessment ability, large class sizes and student's resistance at the micro-level. A conclusion is thus drawn that the overall environment in this region is by no means favourable for the effective implementation of formative assessment, and implications are derived for better realisation of assessment innovations in this and other undeveloped regions of China.
期刊介绍：
The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation and accountability of all kinds and on various levels as well as in all fields of education. The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice. The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.Aims and Scope in more detail: The main objective of this international journal is to advance knowledge and dissemination of research on and about evaluation, assessment and accountability: - of all kinds (e.g. person, programme, organisation), - on various levels (state, regional, local), - in all fields of education (primary, secondary, higher education/tertiary, as well as non-school sector) and across all different life phases (e.g. adult education/andragogy/Human Resource Management/professional development).The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice. Therefore, the journal explores and discusses: - theories of evaluation, assessment and accountability, - function, role, aims and purpose of evaluation, assessment and accountability, - impact of evaluation, assessment and accountability, - methodology, design and methods of evaluation, assessment and accountability, - principles, standards and quality of evaluation, assessment and accountability, - issues of planning, coordinating, conducting, reporting of evaluation, assessment and accountability.The journal also covers the quality of different instruments or procedures or approaches which are used for evaluation, assessment and accountability.The journal only includes research findings from evaluation, assessment and accountability, if the design or approach of it is meta-reflected in the article.The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.
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