From summative testing to formative assessment: Confucian-heritage perspectives

Abstract

Summative assessment is what counts, whilst formative assessment is a powerful strategy for promoting learning. Negotiating tensions between the two is a critical issue facing educational assessment. The main objective of this paper is to discuss ways of building productive synergies between formative and summative assessment. I explore how internal school tests can be used as a catalyst for follow-up focused on enhancing student learning, using qualitative data from a project in Hong Kong primary schools. The research method comprises: classroom observations; semi-structured interviews with teachers; and focus groups conducted with students. The framework for the analysis emanates from notions of culturally appropriate pedagogy, in this case where an examination-oriented Confucian heritage culture conflicts or converges with attempts to promote formative assessment. I use this setting to explore issues of wide international significance concerning the interface between formative and summative assessment. The findings build on the concept of ?the formative use of summative tests? (Black et al., 2003) to chart some directions for purposeful follow-up to tests. I analyze the pros and cons of selected test follow-up strategies and conclude by acknowledging some limitations and dangers of linking formative work with testing, and outlining some possible ways forward.