From testing to productive student learning : implementing formative assessment in confucian-heritage settings / David Carless.

Format:

Book

Author/Creator:

Carless, David.

Series:

Routledge research in education ; 52.

Routledge research in education ; 52

Language:

English

Subjects (All):

Education.

Educational tests and measurements.

Academic achievement.

Physical Description:

1 online resource (281 p.)

Edition:

1st ed.

Place of Publication:

New York : Routledge, 2011.

Language Note:

English

Summary:

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 s

Contents:

Cover; From Testing to Productive Student Learning: Implementing Formative Assessmentin Confucian-Heritage Settings; Copyright; Contents; Tables; Figures; Preface; Acknowledgments; 1. Potentials and Pitfalls in Assessment; 2. Summative and Formative Assessment: Building Productive Relationships; 3. Testing and Assessment: Selection, Learning and Social Control; 4. Education and Assessment in Hong Kong; 5. 'Restricted' and 'Extended' Formative Assessment: Towards Contextually Grounded Models; 6. Test Follow-Up as a Formative Assessment Strategy; 7. Peer Learning and Assessment

8. Teacher Change and Formative Assessment9. Conclusions and Implications: Ways Forward for Formative Assessment; Appendices; References; Author Index; Subject Index

Notes:

Description based upon print version of record.

Includes bibliographical references and indexes.

ISBN:

1-136-46747-5

1-280-66559-9

9786613642523

0-203-12821-4

1-136-46748-3

9780203128213

OCLC:

798531648