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Direct linkCai, Yuyang; Yang, Min; Yao, Juanjuan – Assessment in Education: Principles, Policy & Practice, 2022
This study investigated the relationship between formative assessment and reading achievement in Hong Kong, a Confucian Heritage Culture (CHC) society. 4,837 Hong Kong students were surveyed in a nine-item questionnaire that was used as indicator variable of formative assessment strategies. The study used multi-group structural equation modelling…
Descriptors: Formative Evaluation, Evaluation Methods, Reading Achievement, Foreign Countries
Jeantheau, Jean-Pierre; Johnson, Sandra – Assessment in Education: Principles, Policy & Practice, 2020
The last two decades have seen fast-moving and wholescale changes in the ways that education is now provided in French schools, in the nature of learner assessment, and in the form and scale of system evaluation. Innovation and reform have in part followed international trends, themselves triggered by the global impact of the international…
Descriptors: Educational Change, Student Evaluation, Evaluation Methods, Economic Factors
LeRoy, Barbara W.; Samuel, Preethy; Deluca, Marcella; Evans, Peter – Assessment in Education: Principles, Policy & Practice, 2019
Since 2003, the Programme for International Student Assessment (PISA) has included students with special educational needs (SEN), identified as those with functional disabilities, those with cognitive/behavioural/emotional disabilities and those with limited test language proficiency. While the number of countries and included students has…
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, International Assessment
