Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20476
Title: 
Assessment for learning research in East Asian countries
Authors: 
Keywords: 
Educational assessment
Educational policy
Student evaluation
Student improvement
Assessment for learning
Formative assessment
Issue Date: 
2018
Citation: 
Leong, W. S., Haslinda Ismail, Costa, J. S., & Tan, H. B. (2018). Assessment for learning research in East Asian countries. Studies in Educational Evaluation, 59, 270-277. https://doi.org/10.1016/j.stueduc.2018.09.005.
Abstract: 
Educational agencies in East Asia have heeded the advice of research findings and therefore acknowledge the value of assessment for learning (AfL) practices through policy initiatives. At definitional level, the evolving conceptions and theories of AfL have consistently streamed in from overwhelmingly European and Anglophone-based research. We present a review of mainly peer-reviewed journal articles on selected AfL research in East Asian countries. The findings show that the current implicit and atheoretical approach towards defining and implementing AfL suggests opportunities for further deliberation and theorisation about what constitutes AfL in East Asian countries. It is conceivable that teachers who understand the principles and frequently prepare students for summative assessment in the East Asian classroom are concurrently practising a particular process and practice of AfL. We conclude that the practices of AfL can therefore not just be variable; they will also be very situated and contested.
Description: 
This is the final draft, after peer-review, of a manuscript published in Studies in Educational Evaluation. The published version is available online at https://doi.org/10.1016/j.stueduc.2018.09.005
URI: 
Other Identifiers: 
10.1016/j.stueduc.2018.09.005
Appears in Collections:Journal Articles

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