Abstract
Competitive examinations originated in China during the Han dynasty, and have a powerful residual influence on how assessment is approached in contemporary Confucian-heritage contexts. In this chapter we review key issues in the relationship between assessment and productive student learning in examination-oriented settings. We use examples from recent data collection in Hong Kong schools to illustrate some of the potential benefits and barriers in the implementation of assessment for learning. The main aim of the chapter is to analyze the relationship between educational assessment and the sociocultural context in which it is enacted.
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Acknowledgment
The research upon which this chapter is based was supported by a General Research Fund grant from the Research Grants Council of Hong Kong: HKU740609H.
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Carless, D., Lam, R. (2014). Developing Assessment for Productive Learning in Confucian-Influenced Settings. In: Wyatt-Smith, C., Klenowski, V., Colbert, P. (eds) Designing Assessment for Quality Learning. The Enabling Power of Assessment, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5902-2_11
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