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Forms of Assessment and Their Potential for Enhancing Learning: Conceptual and Cultural Issues

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Title: Forms of Assessment and Their Potential for Enhancing Learning: Conceptual and Cultural Issues
Language: English
Authors: Kennedy, Kerry John, Chan, Jacqueline Kin Sang, Fok, Ping Kwan
Source: Educational Research for Policy and Practice. Oct 2008 7(3):197-207.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 11
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Student Evaluation, Formative Evaluation, Summative Evaluation, Time Perspective, Context Effect, Cultural Context
DOI: 10.1007/s10671-008-9052-3
ISSN: 1570-2081
Abstract: Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as "formative" and "summative" assessment and how they have developed over time. A focus of this review will be to identify the implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which they take place. The article will argue that different forms of assessment can be directed towards different learning purposes, especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over another may well be counterproductive in particular cultural contexts.
Abstractor: As Provided
Entry Date: 2008
Accession Number: EJ814321
Database: ERIC
FullText Text:
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  Data: Forms of Assessment and Their Potential for Enhancing Learning: Conceptual and Cultural Issues
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research+for+Policy+and+Practice%22"><i>Educational Research for Policy and Practice</i></searchLink>. Oct 2008 7(3):197-207.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as "formative" and "summative" assessment and how they have developed over time. A focus of this review will be to identify the implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which they take place. The article will argue that different forms of assessment can be directed towards different learning purposes, especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over another may well be counterproductive in particular cultural contexts.
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