‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China

Poole, Adam (2016) ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China. Cogent Education, 3 . 1156242/1-1156242/14. ISSN 2331-186X

[img]
Preview
PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Available under Licence Creative Commons Attribution.
Download (549kB) | Preview

Abstract

This article forms the first part of an Action Research project designed to incorporate formative assessment into the culture of learning of a bilingual school in Shanghai, China. It synthesises the empirical literature on formative assessment in China to establish some of the di culties that teachers have faced in trying to incorporate this approach into their teaching. Some of the barriers include student and teacher resistance and notions of face (mianzi) which are also related to deeply held cultural scripts for teaching and learning that emphasise knowledge transmission and respect for the teacher. The article then explores some of the bottom-up solutions that have been suggested by researchers, such as collaborative dialogue, professional development and international perspectives. These suggestions pro- vide a jumping-o point for o ering intercultural communicative competence as a concept and a method that could be e ective in ameliorating cultural discontinuities. Throughout, I show how the difficulties and solutions highlighted by empirical research relate to my own teaching context. Although intercultural communicative competence is not new to China, its application to the internalisation of borrowed policies that include formative assessment has yet to be explored.

Item Type: Article
Keywords: formative assessment; cultural scripts; cultures of learning; China; intercultural communicative competence
Schools/Departments: University of Nottingham Ningbo China > Faculty of Humanities and Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/2331186X.2016.1156242
Related URLs:
URLURL Type
http://www.tandfonline.com/doi/pdf/10.1080/2331186X.2016.1156242?needAccess=trueUNSPECIFIED
Depositing User: Poole, Adam
Date Deposited: 15 Dec 2017 14:14
Last Modified: 26 Jun 2018 12:43
URI: http://eprints.nottingham.ac.uk/id/eprint/48741

Actions (Archive Staff Only)

Edit View Edit View