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Formative Assessment as a Vehicle for Changing Classroom Practice in a Specific Cultural Context
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Chen, Jingping – Cultural Studies of Science Education, 2015
In this commentary, I interpret Xinying Yin and Gayle Ann Buck's collaborative action research from a social-cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck's definition of the formative assessment, and then…
Descriptors: Formative Evaluation, Cultural Context, Action Research, Educational Change
There Is Another Choice: An Exploration of Integrating Formative Assessment in a Chinese High School Chemistry Classroom through Collaborative Action Research
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Yin, Xinying; Buck, Gayle A. – Cultural Studies of Science Education, 2015
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…
Descriptors: Foreign Countries, Chemistry, Formative Evaluation, High School Students