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Conference Paper: The PEAL project: co-operation or competition in the assessment process

TitleThe PEAL project: co-operation or competition in the assessment process
Authors
Issue Date2007
PublisherThe British Educational Research Association (BERA)
Citation
The British Educational Research Association (BERA) Annual Conference, London, UK, 5-8 September 2007 How to Cite?
AbstractThis presentation reports on the first year of the PEAL (Primary English Assessment for Learning) project which seeks to enhance the implementation of formative assessment in Hong Kong primary schools. The study uses a case study approach, including interviews with teachers and students, and classroom observations. This paper draws on the notion of the formative use of summative tests, in other words how the testing process can be reconfigured to facilitate productive student learning. Interim findings are discussed in terms of test-related pedagogies, particularly the potential of peer tutoring as a test preparation tool; and tensions in the assessment process: summative versus formative assessment; high stakes versus low stakes assessment; and performance versus learning or mastery. Some implications and issues for further exploration are sketched.
Persistent Identifierhttp://hdl.handle.net/10722/109538

 

DC FieldValueLanguage
dc.contributor.authorCarless, DRen_HK
dc.date.accessioned2010-09-26T01:26:33Z-
dc.date.available2010-09-26T01:26:33Z-
dc.date.issued2007en_HK
dc.identifier.citationThe British Educational Research Association (BERA) Annual Conference, London, UK, 5-8 September 2007-
dc.identifier.urihttp://hdl.handle.net/10722/109538-
dc.description.abstractThis presentation reports on the first year of the PEAL (Primary English Assessment for Learning) project which seeks to enhance the implementation of formative assessment in Hong Kong primary schools. The study uses a case study approach, including interviews with teachers and students, and classroom observations. This paper draws on the notion of the formative use of summative tests, in other words how the testing process can be reconfigured to facilitate productive student learning. Interim findings are discussed in terms of test-related pedagogies, particularly the potential of peer tutoring as a test preparation tool; and tensions in the assessment process: summative versus formative assessment; high stakes versus low stakes assessment; and performance versus learning or mastery. Some implications and issues for further exploration are sketched.-
dc.languageengen_HK
dc.publisherThe British Educational Research Association (BERA)-
dc.relation.ispartofThe British Educational Research Association (BERA) Annual Conferenceen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleThe PEAL project: co-operation or competition in the assessment processen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_HK
dc.identifier.authorityCarless, DR=rp00889en_HK
dc.description.naturepostprint-
dc.identifier.hkuros146921en_HK

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