Problematising formative assessment in an undeveloped region of China: voices from practitioners

Despite the widely acknowledged pro-learning function of formative assessment and its wide adoption around the globe, the gaps between policy intention, interpretation and implementation remain a problem to be solved. While this problem is noted universally, it could be particularly serious in China...

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Veröffentlicht in:	Educational assessment, evaluation and accountability evaluation and accountability, 2021-11, Vol.33 (4), p.649-673
Hauptverfasser:	Chen, Qiuxian, Zhang, Jiajin, Li, Liang
Format:	Artikel
Sprache:	eng
Schlagworte:	Accountability Administrator Attitudes Adoption (Ideas) Analysis Assessment Barriers Class Size College Faculty Colleges & universities Confucianism Core curriculum Cultural Context Data Analysis Deans Education Education policy Educational Development Educational evaluation English (Second Language) Entrance examinations Foreign Countries Foreign language learning Formative Evaluation Geographic Regions Initiatives Language Teachers Program Implementation Teacher Attitudes Teachers Teaching Testing and Evaluation Universities
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