Assessment for Learning in a Confucian-Influenced Culture: Beyond the Summative/Formative Binary

Autor/inn/en	Chong, Doris Yin Kei; McArthur, Jan
Titel	Assessment for Learning in a Confucian-Influenced Culture: Beyond the Summative/Formative Binary
Quelle	In: Teaching in Higher Education, 28 (2023) 6, S.1395-1411 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chong, Doris Yin Kei) ORCID (McArthur, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1892057
Schlagwörter	Foreign Countries; Confucianism; Asian Culture; Student Evaluation; Formative Evaluation; Summative Evaluation; Tests; Higher Education; Assessment Literacy; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Konfuzianismus; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hongkong
Abstract	Assessment for Learning (AfL) describes the powerful role assessment plays in shaping how and what students learn. AfL is associated with formative assessment and is placed in contrast to the summative role of certification. This article, however, focuses on AfL in Confucian-influenced cultures and finds that this summative/formative binary does not hold. While in western countries the embrace of AfL is associated with challenging the former dominance of examinations, this is not true of a place such as Hong Kong. This article explores this paradox of a commitment to AfL and a continuing belief in examinations. By qualitatively investigating the perceptions and attitudes towards AfL of students, educators and managers, we find that their expansive understanding of the educational merits of examinations explains this paradox. The lessons that arise, including how to further enhance AfL through practical frameworks and/or policies, have relevance in both Confucian-influenced and non-Confucian-influenced contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01