Home All Journals Assessment & Evaluation in Higher Education List of Issues Volume 45, Issue 2 Formative assessment
Formative assessment of students from a ....
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Formative assessment of students from a Confucian
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heritage culture: Insights from Japan
Paul Wicking #
4 Pages 180-192 | Published online: 24 May 2019
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Abstract
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Since the turn of the century there has been increasing interest in educational assessment
and the ways in which it can encourage or discourage e!ective learning processes. Much of
this interest has centered around formative assessment and those practices which can
promote student learning through the act of being assessed. Societies that have a Confucian
heritage culture are widely believed to prioritize summative assessment at the expense of
formative assessment. This will inevitably impact the ways in which students from these
countries approach and engage with assessment tasks. The present study seeks to
understand the dispositions of students from one Confucian heritage culture though the Further reading &
analysis of quantitative and qualitative data. The conceptions and experiences of university People Recommended Cited by
also read articles 1
students in Japan were studied in order to provide direction for the development of formative
assessment practice. Two data collection instruments were used: a self-report survey and a Does peer assessment promote student
learning? A meta-analysis "
narrative frame task. The results indicate that students from Japan approach assessment
tasks in a way that is at odds with some popular Confucian categories, such as intense
Hongli Li et al.
competition, a desire to please the family, and the priority of book knowledge above practical Assessment & Evaluation in Higher Education
skill. The paper concludes with pedagogical implications for teachers. Published online: 2 Jun 2019
! Keywords: formative assessment Confucian heritage culture learning-oriented assessment Japan Formative assessment: a critical review "
English as a foreign language
Randy Elliot Bennett
Assessment in Education: Principles, Policy &
Practice
Acknowledgments Published online: 25 Jan 2011
Self-assessment in the process of self-
This study was conducted as part of doctoral research under the supervision of Dr. Toru regulated learning and its relationship
Kinoshita at Nagoya University. His advice and support are gratefully acknowledged. with academic achievement "
Zi Yan
Assessment & Evaluation in Higher Education
Published online: 26 Jun 2019
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