Journal Articles
Predicting teachers’ formative assessment practices: Teacher personal and contextual factors
EdLink- Predicting teachers’ formative assessment practices: Teacher personal and contextual factors
- Teaching and Teacher Education, 114, 2022
- Elsevier
- 2022
-
- Hong Kong
-
- 1997.7 onwards
-
- Primary Education
- Secondary Education
- Past studies identified isolated factors influencing teachers' formative assessment practices (FAP) but did not show a comprehensive model of it. Hence, this study systematically creates and tests a theoretical model of FAP by determining whether personal or contextual factors are linked to teachers' FAP. We collected longitudinal data from 296 Hong Kong primary and secondary teachers through two waves of the survey. The results of a multivariate outcome, multilevel analysis showed that personal (teacher rank, years of teaching experience, and self-efficacy) and contextual factors (school support, total number of teachers in a school, and teaching grade) significantly impact teachers’ FAP. Copyright © 2022 The Authors. Published by Elsevier Ltd.
-
- English
- Journal Articles
-
- 0742051X
- https://bibliography.lib.eduhk.hk/en/bibs/59e1e1af
- 2022-07-07
Recent Journal Articles
Researching L2 investment in EMI courses: Techno-reflective narrative interviewsJournal Articles
Technostress and English language teaching in the age of generative AIJournal Articles
Playfulness and kindergarten children's academic skills: Executive functions and creative thinking processes as mediators?Journal Articles
Teaching EFL students to write with ChatGPT: Students' motivation to learn, cognitive load, and satisfaction with the learning processJournal Articles
Revamping an English for specific academic purposes course for problem-based learning: Reflections from course developersJournal Articles
Contrasting mathematics educational values: An in-depth case study of primary and secondary teachers in Hong KongJournal Articles
Cross-disciplinary challenges: Navigating power dynamics in advocating an entrepreneurial STEM curriculumJournal Articles
An exploration of microlearning as continuous professional development for English language teachers: Initial findings and insightsJournal Articles