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

Wu Yuan GUO, Zi YAN

Research output: Contribution to journalArticle

Abstract

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.
Original languageEnglish
JournalAssessment in Education: Principles, Policy and Practice
Early online date15 Feb 2019
DOIs
Publication statusE-pub ahead of print - 15 Feb 2019

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primary school
Hong Kong
student
school grade
gender

Citation

Guo, W. Y., & Yan, Z. (2019). Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter. Assessment in Education: Principles, Policy & Practice. Advance online publication. doi: 10.1080/0969594X.2019.1571993

Keywords

  • Formative assessment
  • Summative assessment
  • Instrumental attitude
  • Affective attitude
  • Primary school