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 課程與教學:個別教學範疇
  • GB 英文
• L 教育測量及評鑑
  • LC 學業成績測量
• Q 教育體系與各級學校
  • QE 專上教育

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

• 專上教育

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.

• 英文

期刊論文

• 18149448

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

2017-10-09