The Enactment of Formative Assessment in English Language Classrooms in Two Chinese Universities: Teacher and Student Responses

Autor/inn/en	Chen, Qiuxian; May, Lyn; Klenowski, Val; Kettle, Margaret
Titel	The Enactment of Formative Assessment in English Language Classrooms in Two Chinese Universities: Teacher and Student Responses
Quelle	In: Assessment in Education: Principles, Policy & Practice, 21 (2014) 3, S.271-285 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2013.790308
Schlagwörter	Foreign Countries; Formative Evaluation; Summative Evaluation; English (Second Language); Second Language Instruction; Universities; College Students; College Faculty; Student Attitudes; Teacher Attitudes; Second Language Learning; Case Studies; Observation; Interviews; Learner Engagement; Feedback (Response); Educational Policy; Context Effect; Curriculum Development; Language Teachers; Self Evaluation (Individuals); Peer Evaluation; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; University; Universität; Collegestudent; Fakultät; Schülerverhalten; Lehrerverhalten; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Language teacher; Sprachunterricht
Abstract	The "College English Curriculum Requirements," announced by the Chinese Ministry of Education in 2007, recommended the inclusion of formative assessment into the existing summative assessment framework of College English. This policy had the potential to fundamentally change the nature of assessment and its role in the teaching and learning of English in Chinese universities. In order to document and analyse these changes, case studies involving English language (EL) teachers and learners were undertaken in two Chinese universities: one a Key University in the national capital; the other a non-Key University in a western province. The case study design incorporated classroom observations and interviews with EL teachers and their students. The type and focus of feedback and the engagement of students in assessment were analysed in the two contexts. Fundamental to the analysis was the concept of enactment, with the focus of this study on the ways that policy ideas and principles were enacted in the practices of the Chinese university classroom. Understandings of formative assessment as applied in contexts other than the predominantly western, Anglophone contexts from where many of its principles derive are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10