From Testing to Productive Student Learning

Implementing Formative Assessment in Confucian-Heritage Settings

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Evaluation, Testing & Measurement
Cover of the book From Testing to Productive Student Learning by David Carless, Taylor and Francis
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Author: David Carless ISBN: 9781136467479
Publisher: Taylor and Francis Publication: March 12, 2012
Imprint: Routledge Language: English
Author: David Carless
ISBN: 9781136467479
Publisher: Taylor and Francis
Publication: March 12, 2012
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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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