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There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research

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Abstract

This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students’ learning and assessment tasks to be challenged by the students’ learning, his teaching practice and understandings of formative assessment were transformed. Students’ learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students’ learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context.

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Acknowledgments

This research is supported by E. Wayne Gross Pre-doctoral Dissertation Research Fellowship from Indiana University.

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Authors and Affiliations

  1. College of Education, California State University, San Bernardino, 5500 University Parkway, San Bernardino, CA, 92407, USA

    Xinying Yin

  2. Curriculum and Instruction, Indiana University, 201 North Rose Street, W.W. Wright Education Building, Bloomington, IN, 47405, USA

    Gayle A. Buck

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  1. Xinying Yin
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  2. Gayle A. Buck
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Correspondence to Xinying Yin.

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Lead Editor: A. Oliveira

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Yin, X., Buck, G.A. There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research. Cult Stud of Sci Educ 10, 719–752 (2015). https://doi.org/10.1007/s11422-014-9572-5

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