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dc.contributor.authorLeong, Wei Shin-
dc.contributor.authorHaslinda Ismail-
dc.contributor.authorCosta, Jolene Sonia-
dc.contributor.authorTan, Hong Boon-
dc.identifier.citationLeong, 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.
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Studies in Educational Evaluation. The published version is available online at
dc.description.abstractEducational 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.en_US
dc.subjectEducational assessmenten_US
dc.subjectEducational policyen_US
dc.subjectStudent evaluationen_US
dc.subjectStudent improvementen_US
dc.subjectAssessment for learningen_US
dc.subjectFormative assessmenten_US
dc.titleAssessment for learning research in East Asian countriesen_US
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