There Is Another Choice: An Exploration of Integrating Formative Assessment in a Chinese High School Chemistry Classroom through Collaborative Action Research

Autor/inn/en	Yin, Xinying; Buck, Gayle A.
Titel	There Is Another Choice: An Exploration of Integrating Formative Assessment in a Chinese High School Chemistry Classroom through Collaborative Action Research
Quelle	In: Cultural Studies of Science Education, 10 (2015) 3, S.719-752 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-014-9572-5
Schlagwörter	Foreign Countries; Chemistry; Formative Evaluation; High School Students; Secondary School Science; Science Instruction; Action Research; Secondary School Teachers; Lesson Plans; Interviews; Observation; Student Attitudes; Teacher Attitudes; Teaching Methods; Learning Experience; High Stakes Tests; Faculty Development; Asian Culture; China + Suchen Sie Ihr Suchwort? Ausland; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Projektforschung; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Beobachtung; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung
Abstract	This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01