Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 01/03/2021, available online: https://www.tandfonline.com/doi/full/10.1080/13562517.2021.1892057
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Assessment for Learning in a Confucian-influenced culture
T2 - beyond the summative/formative binary
AU - Chong, Doris
AU - McArthur, Jan
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 01/03/2021, available online: https://www.tandfonline.com/doi/full/10.1080/13562517.2021.1892057
PY - 2023/10/31
Y1 - 2023/10/31
N2 - Assessment for Learning (AfL) describes the powerful role assessment plays in shaping how and what students learn. AfL is associated with formative assessment and is placed in contrast to the summative role of certification. This article, however, focuses on AfL in Confucian-influenced cultures and finds that this summative/formative binary does not hold. While in western countries the embrace of AfL is associated with challenging the former dominance of examinations, this is not true of a place such as Hong Kong. This article explores this paradox of a commitment to AfL and a continuing belief in examinations. By qualitatively investigating the perceptions and attitudes towards AfL of students, educators and managers, we find that their expansive understanding of the educational merits of examinations explains this paradox. The lessons that arise, including how to further enhance AfL through practical frameworks and/or policies, have relevance in both Confucian-influenced and non-Confucian-influenced contexts.
AB - Assessment for Learning (AfL) describes the powerful role assessment plays in shaping how and what students learn. AfL is associated with formative assessment and is placed in contrast to the summative role of certification. This article, however, focuses on AfL in Confucian-influenced cultures and finds that this summative/formative binary does not hold. While in western countries the embrace of AfL is associated with challenging the former dominance of examinations, this is not true of a place such as Hong Kong. This article explores this paradox of a commitment to AfL and a continuing belief in examinations. By qualitatively investigating the perceptions and attitudes towards AfL of students, educators and managers, we find that their expansive understanding of the educational merits of examinations explains this paradox. The lessons that arise, including how to further enhance AfL through practical frameworks and/or policies, have relevance in both Confucian-influenced and non-Confucian-influenced contexts.
KW - Assessment for learning
KW - learning-oriented assessment
KW - summative assessment
KW - formative assessment
KW - assessment literacy
KW - confucian-influenced cultures
U2 - 10.1080/13562517.2021.1892057
DO - 10.1080/13562517.2021.1892057
M3 - Journal article
VL - 28
SP - 1395
EP - 1411
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
IS - 6
ER -