Using formative assessment to facilitate learner self-regulation: A case study of assessment practices and student perceptions in Hong Kong

Using formative assessment to facilitate learner self-regulation: A case study of assessment practices and student perceptions in Hong Kong

• Ma, Jing Jing Hang Seng Management College

Taiwan Journal of TESOL, 14(1), 87-118, 2017

National Chengchi University. Department of English & Crane Publishing

2017

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests
• Q Philosophy of Education, Educational System & School At Different Levels
  • QE Post-Secondary Education

Foreign Countries Formative Evaluation Self Control Case Studies Evaluation Methods Student Attitudes Second Language Instruction English (Second Language) College Students Confucianism Heritage Education Student Centered Learning Mixed Methods Research

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

One of the key aims of formative assessment in higher education is to enable students to become self-regulated learners (Nicol & Macfarlane-Dick, 2006). Based on Nicol and Macfarlane-Dick's (2006) framework, this exploratory study investigates which formative assessment practices proposed by them were used by one college EFL writing teacher to facilitate learner self-regulation in a Confucian Heritage Culture (CHC) setting (i.e. Hong Kong) and student perceptions of these practices in relation to self-regulation. Five formative assessment practices were found to be implemented by the teacher to support learner self-regulation. The students seemed to be more positive about teacher-and-student-directed practices than student-directed ones. Suggestions have been provided to maximize the potential of these practices in facilitating learner self-regulation.

• English

Journal Articles

• 18149448

https://bibliography.lib.eduhk.hk/bibs/358756ab

2017-10-09