The enactment of formative assessment in English language classrooms in two Chinese universities: teacher and student responses

Chen, Qiuxian; May, Lyn; Klenowski, Val; Kettle, Margaret

doi:10.1080/0969594x.2013.790308

Cited by 30 publications

(47 citation statements)

References 26 publications

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“…Even though Asian students are somewhat motivated to do peer-assessment due to the reduced pressure and stress compared to teacher assessment, they still favor teacher feedback as they feel it is more accurate and detailed than peer-assessment (Chen et al, 2014;Ng, 2014;Tepsuriwong & Bunsom, 2013). This kind of belief originated from Confucian culture, which highlights the teacher's role in transferring knowledge to society.…”

Section: Student Learningmentioning

confidence: 99%

“…For example, in the studies by Wan Ka, Kim Wai Raymond and Kwok On (2006), 56% and 66,5% of the Physical Education teachers, respectively agreed that these two issues were the most important. In a case study of two teachers by Chen, May, Klenowski, and Kettle (2014), despite a lack of knowledge and training in formative assessment, the teachers were able to implement assessment tasks efficiently. Additionally, their actual practice was positive in that they provided specific, supportive and timely oral feedback to student presentations.…”

Section: Teacher Knowledgementioning

confidence: 99%

“…It it stressful and impractical for teachers within the limited duration of a 40-minute class. Chen et al (2014) gave the example of one university teacher in China, who acknowledged that giving individual feedback in a big class was tough, even though she was proud of her ability to be personally acquainted with all the students in her classes.…”

Section: Big Classmentioning

confidence: 99%

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Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Quyen¹,

Khairani²

2016

jsss

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This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso-and macro-level) based on Kozma's model, which examines contextual factors influencing teachers' classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the ISSN 2329-9150 2017 http://jsss.macrothink.org 161 need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions. Journal of Social Science Studies

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Section: Student Learningmentioning

confidence: 99%

Section: Teacher Knowledgementioning

confidence: 99%

Section: Big Classmentioning

confidence: 99%

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Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Quyen¹,

Khairani²

2016

jsss

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“…Recent research also demonstrates that translating the CECR formative assessment initiative into classroom practices is a complex issue that involves many factors such as teachers' beliefs, students' perceptions, institutional differences, and educational tradition (Chen et al 2013). Concern remains as to whether this worldwide ('foreign') assessment movement works within the local Chinese university context, which is highlighted as testcentered, textbook-centered, and teacher-centered (Cheng 2010).…”

mentioning

confidence: 99%

Chinese university students’ perceptions of assessment tasks and classroom assessment environment

Cheng

Liu

2015

Language Testing in Asia

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Classroom assessment tasks and environment are central to supporting student learning, yet are under-studied at the tertiary level, especially in China's test-driven culture. This study explores the relationship between students' perceptions of assessment tasks and classroom assessment environment, within the university context of teaching English as a foreign language (EFL) in China. A questionnaire was designed and administered, based on Dorman & Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) and Alkharusi's (2011) scale, in order to measure students' perceptions of the classroom assessment environment. PATI includes five subscales: congruence with planned learning, authenticity, student consultation, transparency, and diversity. Alkharusi's scale comprises two subscales: learning-oriented classroom assessment environment and performance-oriented classroom assessment environment. Participants were 620 university students from three universities in China. The factor analysis findings identified the original five-factor PATI, and Alkharusi's two-factor scales within this Chinese research context. Multiple regression analyses exploring the interrelationship showed that congruence with planned learning, authenticity, student consultation, and transparency significantly predicted the learning-oriented classroom assessment environment, explaining 48 % of the variance. Congruence with planned learning and student consultation negatively, and diversity positively, predicted the performance-oriented classroom assessment environment, explaining 12 % of the variance. The findings highlight the two core values in classroom assessment tasks: congruence with planned learning and student consultation in mediating the classroom environment. This study addresses the research gap in our limited understanding of the relationship between classroom assessment tasks and assessment environment, and aids teachers in structuring their day-to-day classroom assessment practices in support of their students' learning.

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“…Although several research studies have attempted to explore the implementation phase and the factors mediating the adoption of the reform (e.g. Hu & McGrath, 2012;Chen, May, Klenowski, & Kettle, 2014), their research mainly focused on the analyses of factors contributing to the changes / non-change or examination of the implementation of a particular strand of College English reform, such as listening or assessment. Thus, the present research is one of the first (in the context of Chinese tertiary level) that attempts to investigate how the frontline teachers perceive and enact the top-down external initiative at classroom level.…”

Section: Introductionmentioning

confidence: 99%

A Study of University Teachers’ Enactment of Curriculum Reform in China

Yu¹

2015

IES

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This article documents an ongoing study of educational policy enactment in a Chinese university. Drawing upon data collected through document analysis, semi-structured interviews and classroom observations, this paper argues that the enactment of China's systemic College English curriculum reform is not a matter of simple implementation but the result of a more complex process which may change the original reform intention. It suggests that the enactment of centralised reform is mediated through an interplay of forces and challenges and that the major impetus for how teachers make sense of and enact reform relates more to the strength of their current values and practices and students' feedback, rather than the power of external initiatives. Without localised management, curriculum reform itself is, therefore, insufficient to ensure change in practice.

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The enactment of formative assessment in English language classrooms in two Chinese universities: teacher and student responses

Cited by 30 publications

References 26 publications

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Chinese university students’ perceptions of assessment tasks and classroom assessment environment

A Study of University Teachers’ Enactment of Curriculum Reform in China

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