Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter

Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter

• Guo, Wu Yuan The Education University of Hong Kong
• Yan, Zi The Education University of Hong Kong

Assessment in Education: Principles, Policy and Practice, 2019

Routledge

2019

• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Formative Assessment Summative Assessment Instrumental Attitude Affective Attitude Primary School

• Hong Kong

• 1997.7 onwards

• 小學教育

This study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

• 英文

期刊論文

• 0969594X

• 10.1080/0969594X.2019.1571993

https://bibliography.lib.eduhk.hk/tc/bibs/50a5a36d

2019-08-20