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Book Chapter: Developing Assessment for Productive Learning in Confucian-Influenced Settings

TitleDeveloping Assessment for Productive Learning in Confucian-Influenced Settings
Authors
Issue Date2014
PublisherSpringer
Citation
Developing Assessment for Productive Learning in Confucian-Influenced Settings. In Wyatt-Smith, C., Klenowski, V & Colbert, P (Eds.), Designing Assessment for Quality Learning, p. 167-179. Heidelberg: Springer, 2014 How to Cite?
AbstractCompetitive 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.
Persistent Identifierhttp://hdl.handle.net/10722/204879
ISBN
Series/Report no.The enabling power of assessment, volume 1

 

DC FieldValueLanguage
dc.contributor.authorCarless, DRen_US
dc.contributor.authorLam, Ren_US
dc.date.accessioned2014-09-20T00:51:20Z-
dc.date.available2014-09-20T00:51:20Z-
dc.date.issued2014en_US
dc.identifier.citationDeveloping Assessment for Productive Learning in Confucian-Influenced Settings. In Wyatt-Smith, C., Klenowski, V & Colbert, P (Eds.), Designing Assessment for Quality Learning, p. 167-179. Heidelberg: Springer, 2014en_US
dc.identifier.isbn9789400759015-
dc.identifier.urihttp://hdl.handle.net/10722/204879-
dc.description.abstractCompetitive 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.-
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofDesigning Assessment for Quality Learningen_US
dc.relation.ispartofseriesThe enabling power of assessment, volume 1-
dc.titleDeveloping Assessment for Productive Learning in Confucian-Influenced Settingsen_US
dc.typeBook_Chapteren_US
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_US
dc.identifier.authorityCarless, DR=rp00889en_US
dc.identifier.doi10.1007/978-94-007-5902-2_11-
dc.identifier.hkuros239474en_US
dc.identifier.spage167en_US
dc.identifier.epage179en_US
dc.publisher.placeHeidelbergen_US

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