Formative assessment in a test-dominated context: How test practice can become more productive

Yangyu XIAO

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In recent years, increasing attention has been paid to the roles that assessment plays in promoting learning. Formative assessment is considered a powerful strategy for improving student learning; however, its learning potential has been less extensively explored in contexts where summative assessment dominates, because summative assessment is believed to undermine the effective implementation of formative assessment. The present article explores the potential of using tests formatively in a test-dominated context (i.e., formative use of summative tests). The study adopted a qualitative approach. Data were collected from three classes in a Chinese high school through classroom observations and interviews. The findings revealed that tests were used to a certain degree to improve student learning through test follow-up strategies. Situated in a context dominated by high-stakes tests, the present study provides a contextualised perspective of formative assessment and contributes to the understanding of how summative assessment may be used formatively. Copyright © 2017 Taylor & Francis.
Original languageEnglish
Pages (from-to)295-311
JournalLanguage Assessment Quarterly
Volume14
Issue number4
Early online dateOct 2017
DOIs
Publication statusPublished - 2017

Fingerprint

learning
Formative Assessment
student
classroom
interview
school
Student Learning
High-stakes
High School
Classroom Observation
Qualitative Approaches

Citation

Xiao, Y. (2017). Formative assessment in a test-dominated context: How test practice can become more productive. Language Assessment Quarterly, 14(4), 295-311. doi: 10.1080/15434303.2017.1347789