There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research.
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| Title: | There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research. |
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| Authors: | Yin, Xinying1 xyin@csusb.edu, Buck, Gayle2 |
| Source: | Cultural Studies of Science Education. Sep2015, Vol. 10 Issue 3, p719-752. 34p. |
| Subject Terms: | *Formative tests, *Secondary education, *Chemistry teachers, *Classrooms, *Educational cooperation |
| Geographic Terms: | China |
| Abstract: | This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context. [ABSTRACT FROM AUTHOR] |
| Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 109418810 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=109418810 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11422-014-9572-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 34 StartPage: 719 Subjects: – SubjectFull: Formative tests Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Chemistry teachers Type: general – SubjectFull: Classrooms Type: general – SubjectFull: Educational cooperation Type: general – SubjectFull: China Type: general Titles: – TitleFull: There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yin, Xinying – PersonEntity: Name: NameFull: Buck, Gayle IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 18711502 Numbering: – Type: volume Value: 10 – Type: issue Value: 3 Titles: – TitleFull: Cultural Studies of Science Education Type: main |
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