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.
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