Facilitating students’ summative assessment performance through formative assessment

Research output: Other contribution

Abstract

When practicing outcome-based learning, formative assessment is a very important measure in the evaluation of effectiveness of intended learning outcomes. The author is teaching the course “Children’s Literature and Assessment” of the Master in Education Programme in 2009-2010. For the implementation of outcome-based learning, the author designed a variety of formative assessment tasks for the course: group presentation, peer assessment on presentation, literature review, etc. This paper aims to examine the relationship between students’ performance in formative assessment and summative assessment by case study, revealing how formative assessment facilities learning and summative assessment.
Original languageEnglish
Publication statusPublished - 2010

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performance assessment
student
learning
Teaching
evaluation

Citation

Cheung, S. H. (2010, December). Facilitating students’ summative assessment performance through formative assessment. Symposium conducted at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.

Keywords

  • Outcome-based learning
  • Formative assessment
  • Summative assessment
  • Teaching Development Grant (TDG)
  • TDG project code: H052c
  • Period: TDG 2008-2009
  • Symposium
  • Teaching Development Grant (TDG) Output