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Formative assessment as a vehicle for changing classroom practice in a specific cultural context

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Abstract

In this commentary, I interpret Xinying Yin and Gayle Ann Buck’s collaborative action research from a social–cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck’s definition of the formative assessment, and then analyze the role of formative assessment in the change of local learning culture. Based on the practice of Yin and Buck I emphasize the significance of their “bottom up” strategy to the teachers’ epistemological change. I believe that this strategy may provide practicable solutions to current Chinese educational problems as well as a means for science educators to shift toward systematic professional development.

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Authors and Affiliations

  1. School of Education, State University of New York at Albany, 1400 Washington Ave, Albany, NY, 1222, USA

    Jingping Chen

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  1. Jingping Chen
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Correspondence to Jingping Chen.

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This review essay addresses issues raised in Xinying Yin and Gayle Ann Buck’s paper entitled: There is another choice—An exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research. doi:10.1007/s11422-014-9572-5.

Lead editor: A. Oliveira.

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Chen, J. Formative assessment as a vehicle for changing classroom practice in a specific cultural context. Cult Stud of Sci Educ 10, 753–762 (2015). https://doi.org/10.1007/s11422-014-9599-7

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  • DOI: https://doi.org/10.1007/s11422-014-9599-7

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