The variation of formative assessment effect on adolescents’ literacy achievement across cultures: A multi-group multilevel mixture modeling approach

Yuyang CAI

Research output: Contribution to conferencePaper

Abstract

Formative assessment as an important component of instruction has long been claimed to play an important role in enhancing students’ academic achievement. Regardless of this strong belief, empirical findings from studies across the world about this effect are usually inconsistent. While many factors existing at different educational levels have been claimed to be responsible for these mixed findings, an important one has been recognized as culture difference that has led the effect of formative assessment to vary. Giving this gap, the current study was conducted to examine the variation of the effect of formative assessment on adolescents’ literacy achievement across the three major cultures in the world: Confucian-heritage countries, English speaking countries, and European Catholic countries. To achieve this goal, I used the Programme for International Student Assessment (PISA) 2009 reading responses data by adolescents from 19 countries: 5 Confucian-heritage countries, 5 English-Speaking countries, and 9 European Catholic countries. Results of multi-group multilevel mixture modeling showed that formative assessment worked in different mechanisms in facilitating adolescents’ literacy achievement: it worked as a direct predictor of literacy achievement for countries of the two Western cultures but as a suppressor a (booster) of another predictor (i.e., questioning) in facilitating literacy achievement. Implications for educational policy making and for the implementation of formative assessment strategies in these different cultures are discussed. Copyright © 2017 The Education University of Hong Kong.
Original languageEnglish
Publication statusPublished - Nov 2017

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literacy
adolescent
Group
speaking
PISA study
educational policy
academic achievement
instruction
student

Citation

Cai, Y. (2017, November). The variation of formative assessment effect on adolescents’ literacy achievement across cultures: A multi-group multilevel mixture modeling approach. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.