Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues

Kerry John KENNEDY, Kin Sang Jacqueline CHAN, Ping Kwan FOK, Wai Ming YU

Research output: Contribution to journalArticlespeer-review

49 Citations (Scopus)

Abstract

Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as 'formative' and 'summative' assessment and how they have developed over time. A focus of this review will be to identify the implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which they take place. The article will argue that different forms of assessment can be directed towards different learning purposes, especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over another may well be counterproductive in particular cultural contexts. Copyright © 2008 Springer Science+Business Media B.V..
Original languageEnglish
Pages (from-to)197-207
JournalEducational Research for Policy and Practice
Volume7
Issue number3
DOIs
Publication statusPublished - Oct 2008

Citation

Kennedy, K. J., Chan, J. K. S., Fok, P. K., & Yu, W. M. (2008). Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues. Educational Research for Policy and Practice, 7(3), 197-207.

Keywords

  • Assessment
  • Learning
  • Culture
  • Summative
  • Formative

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