Journal Articles
Using formative assessment to facilitate learner self-regulation: A case study of assessment practices and student perceptions in Hong Kong
EdLink- Using formative assessment to facilitate learner self-regulation: A case study of assessment practices and student perceptions in Hong Kong
- Taiwan Journal of TESOL, 14(1), 87-118, 2017
- National Chengchi University. Department of English & Crane Publishing
- 2017
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- Hong Kong
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- 1997.7 onwards
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- 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.
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- English
- Journal Articles
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- 18149448
- https://bibliography.lib.eduhk.hk/en/bibs/358756ab
- 2017-10-09
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