Localized Representation of Formative Assessment in China:A Regional Study from a Sociocultural Perspective

作     者：CHEN Qiuxian 

作者机构：Foreign Languages SchoolShanxi UniversityTaiyuan 030006China 

出 版 物：《Frontiers of Education in China》 (中国高等学校学术文摘·教育学（英文）)

年 卷 期：2017年第12卷第1期

页      面：75-97页

学科分类：0402[教育学-心理学(可授教育学、理学学位）] 0202[经济学-应用经济学] 02[经济学] 0401[教育学-教育学] 020205[经济学-产业经济学] 

基　　金：supported by the Shanxi Scholarship Council(No.2012-019) 

主　　题：College English Curriculum Requirements formative assessment localized representation sociocultural perspective 

摘      要：Formative assessment originated and developed in a Western *** its function of learning improvement being evidenced in research,formative assessment has been adopted in assessment initiatives in multiple contexts including that of ***,however,reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West;rather,in many cases,it is decontextualised and recontextualised,or culturally *** paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of *** administrators in each university were interviewed face-to-face and individually to fulfill three purposes:(1)To clarify understandings of formative assessment in the area of college English education;(2)To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements(CECR),and the gap between formative assessment initiatives at the national level and local contexts;and(3)To distill implications for policy-borrowing and effective implementation in the Chinese context.