Examination-Oriented knowledge and value transformation in East Asian Cram Schools

Kwok, Percy Lai Yin

doi:10.1007/bf03026280

Cited by 79 publications

(65 citation statements)

References 13 publications

(21 reference statements)

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“…Of course, as Wiliam and Black (1996) have pointed out, the uses of summative assessment, rather than its specific tasks, may be responsible for the actual negative influence on learning. In Hong Kong's social and cultural context, for example, the use of summative assessment to allocate a limited number of university places leads to the widespread use of 'private tutorials schools' (Kwok 2004) to try and maximize competitive advantage. One result is likely to be surface rather than deep learning, for example, by practicing past papers.…”

Section: Summative Assessment In Relation To Formative Assessment Andmentioning

confidence: 99%

Forms of assessment and their potential for enhancing learning: conceptual and cultural issues

Kennedy

Chan

Fok

et al. 2008

Educ Res Policy Prac

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Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as 'formative' and 'summative' assessment and how they have developed over time. A focus of this review will be to identify the implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which they take place. The article will argue that different forms of assessment can be directed towards different learning purposes, especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over another may well be counterproductive in particular cultural contexts.

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Section: Summative Assessment In Relation To Formative Assessment Andmentioning

confidence: 99%

Forms of assessment and their potential for enhancing learning: conceptual and cultural issues

Kennedy

Chan

Fok

et al. 2008

Educ Res Policy Prac

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“…Expanding on two extremes, at the individual level some researchers have considered the motivations and modes of operation of pupils and teachers (e.g. Kim 2007;Hartmann 2008); while at the level of world regions, researchers have focused on East Asia (Kwok 2004), Europe (Ventura 2008b), Africa (Bray and Suso 2008), and Central Asia (Silova 2009). When analyses take multiple levels, it is easier to see how patterns may be nested within each other, i.e.…”

Section: Interpreting the Datamentioning

confidence: 99%

Researching shadow education: methodological challenges and directions

Bray

2010

Asia Pacific Educ. Rev.

128

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Research on shadow education has considerably increased in volume and has helped to improve understanding of the scale, nature, and implications of the phenomenon. However, the field is still in its infancy. Literature on shadow education reflects confusion over terms and parameters, and data suffer from challenges in securing evidence from actors who may be unwilling or unable to respond to enquiries in a clear manner. Particular care is needed in cross-national and cross-cultural comparisons. Nevertheless, the trajectory of improvement in both conceptualisation and instrumentation gives ground for confidence that shadow education will be progressively better documented and better understood.

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“…Facing abundant supply of various types of tutoring in China, needy students and parents can make consumer choices, according to their learning needs and degree of affordability of tuition fees. In Hong Kong and Macao, the majority of (especially upper secondary) students still prefer mass tutoring to free or subsidized forms 14 of afterschool remedial lessons in their daytime schools, due to successful niche marketing techniques and dominating cram school culture (Kwok 2004). Students even dislike their daytime teachers once they become their tutors during remedial lessons.…”

Section: Further Practical Considerationsmentioning

confidence: 99%

Demand intensity, market parameters and policy responses towards demand and supply of private supplementary tutoring in China

Kwok

2010

Asia Pacific Educ. Rev.

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Based on some longitudinal studies of private tutoring in twelve cities, towns, municipalities and provinces of China, the paper endeavours to depict demand intensity, articulate market parameters and reflect on policy responses towards the demand-supply mechanism of the vast shadowy educational phenomena at primary and secondary levels. Such educational phenomena are so hidden that there is a complete lack of official statistical figures in measuring the full scale of tutoring and identifying tutors in some cases. In Hong Kong and Macao, parents and their schooling children take up responsibilities to consume various types of tutoring without state intervention into quality assurance. In Mainland China, local ministries of education prohibit home tutoring delivered by daytime teachers to their daytime students whilst take a laissez-faire approach towards mass tutorials that run in private business sphere. Lastly, a multi-level societal movement framework is recommended with strategic action plans in school practitioners' and policy-makers' perspectives for effectively monitoring or hampering the growth of such shadowy educational phenomena in China.

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Examination-Oriented knowledge and value transformation in East Asian Cram Schools

Cited by 79 publications

References 13 publications

Forms of assessment and their potential for enhancing learning: conceptual and cultural issues

Forms of assessment and their potential for enhancing learning: conceptual and cultural issues

Researching shadow education: methodological challenges and directions

Demand intensity, market parameters and policy responses towards demand and supply of private supplementary tutoring in China

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