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ERIC Number: EJ1231837
Record Type: Journal
Publication Date: 2019-Sep
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1673-341X
A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning
Zhang, Wenxiao; Li, Yanqing
Frontiers of Education in China, v14 n3 p387-421 Sep 2019
The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning. Drawing on existent research on classroom assessment (CA) and self-regulated learning (SRL), the authors have formulated a conceptual framework outlining the CA features that promote SRL among students. Guided by this framework, the 12 high school teachers' CA practice was scrutinized to find out to what extent their CA was pro-SRL. Based on interview data and classroom observation, gaps were found in Chinese high school teachers' CA. First, CA tasks are primarily low-level closed-end problems, with rare exceptions. Second, students are not allowed much autonomy in CA. Third, self-assessment practice is mostly self-grading. Fourth, peer-assessment is uncommon and mainly involves simply marking peers' work. Fifth, teacher feedback is focused on task and process levels; regulation-level feedback is less common. Sixth, despite teachers' encouragement, most students feel threatened by CA.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China