Developing Assessment for Productive Learning in Confucian-Influenced Settings

David Carless, Che Keung Lam

Research output: Chapter in book/report/conference proceedingChapterpeer-review

Abstract

Competitive examinations originated in China during the Han dynasty, and have a powerful residual influence on how assessment is approached in contemporary Confucian-heritage contexts. In this chapter we review key issues in the relationship between assessment and productive student learning in examination-oriented settings. We use examples from recent data collection in Hong Kong schools to illustrate some of the potential benefits and barriers in the implementation of assessment for learning. The main aim of the chapter is to analyze the relationship between educational assessment and the sociocultural context in which it is enacted.
Original languageEnglish
Title of host publicationDesigning Assessment for Quality Learning
EditorsClaire Wyatt-Smith, Valentina Klenowski, Peta Colbert
PublisherSpringer, Dordrecht
Pages167-179
Number of pages13
Edition1st
ISBN (Electronic)9789400759022
ISBN (Print)9789400759015, 9789402400625
DOIs
Publication statusPublished - 11 Mar 2014

Publication series

NameThe Enabling Power of Assessment
Volume1
ISSN (Print)2198-2643
ISSN (Electronic)2198-2651

User-Defined Keywords

  • Preservice Teacher
  • Formative Assessment
  • Test Question
  • Summative Assessment
  • Test Preparation

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