Despite gaining currency in the contemporary assessment literature, the depth of the various dimensions of classroom assessment is yet to be explored. This systematic review aims to survey what the current literature reports on the evidence of success of classroom assessment in transforming students towards learning, and it also puts forth a number of implications. The review methodology we adopted includes inclusion/exclusion criteria, identification of the relevant literature, screening articles for the final selection and finally judgment used for the quality of the articles. The search for literature started by the keywords, such as, assessment, summative assessment, formative assessment, formative classroom assessment, and assessment literacy. The search engine and databases we used for the research articles entail Google Scholar, Web of Science, Scopus, JSTOR and ERIC. Considering the reality of the development of knowledge in continuum, we extended the period for literature search from 1989 to 2019 (thirty years). The major themes that surfaced incorporate formative assessment, self- and peer assessment, feedback, reliability and validity, alternative assessment, and assessment literacy. We then critically analyzed the themes and suggested implications
The prevalence of intercultural communication in the business domain has led to an increase in the occurrence of misunderstandings. The advancement of telecommunication technology and the implementation of epidemic prevention policies in various countries have resulted in electronic written communication becoming the most widely utilized method for business interactions, thereby giving rise to a significant number of misunderstandings. Hence, it is imperative to investigate the specific reasons for misunderstandings within a particular country. Given China’s prominent global position, it is crucial to conduct a thorough examination of Chinese companies and workers. Thus, this article aims to identify the sources and strategies employed to address misunderstandings in intercultural electronic written communication in China by analyzing naturally occurring electronic written communication documents and conducting interviews with Chinese businesspersons. The findings reveal that language-related and culture-related factors are the primary causes of misunderstandings. Chinese businesspersons have employed strategies such as seeking advice from familiar Chinese coworkers, engaging in further communication with the interlocutors, and modifying their own expression habits to resolve and prevent misunderstandings. Researching the distinctive forms and causes of misunderstandings in electronic written communication is essential for individuals engaged in international business to identify solutions and enhance communication efficiency by minimizing misunderstandings.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.