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- Publisher Website: 10.1080/1359866X.2018.1555790
- Scopus: eid_2-s2.0-85058234751
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Article: Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies
Title | Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies |
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Authors | |
Keywords | Assessment for learning (AfL) assessment literacy (AL) large classes teacher agency |
Issue Date | 2019 |
Publisher | Routledge. The Journal's web site is located at http://www.tandfonline.com/toc/capj20/current |
Citation | Asia Pacific Journal Of Teacher Education, 2019, v. 47 n. 5, p. 472-486 How to Cite? |
Abstract | While assessment for learning (AfL) has been widely used in college English classrooms in China where teachers usually teach large classes, how AfL is implemented in the large-class higher education (HE) context is relatively underexplored. To address this gap, this study explores some of the challenges presented by large classes and the teachers’ coping strategies through case studies of three university English teachers’ AfL practices. Challenges are identified surrounding how the teachers dealt with (a) inadequate attention to individual students, (b) reduced opportunities for individualised feedback, (c) overwhelming marking responsibilities, and (d) involving students in assessment, with strategies of putting students in groups, matching names with faces, conducting teacher-student conferences, utilising technology to facilitate feedback processes, enabling peer feedback, and transforming students from assessees to assessors. Findings are framed around useful forms of AfL in large classes and the feasibility of AfL in terms of compromises between teacher agency and their temporal and contextual conditions. The paper concludes with implications for teacher assessment training, teacher education and policy-making. © 2018, © 2018 Australian Teacher Education Association. |
Description | eid_2-s2.0-85058234751 link_to_subscribed_fulltext
|
Persistent Identifier | http://hdl.handle.net/10722/274065 |
ISSN | 2023 Impact Factor: 1.4 2023 SCImago Journal Rankings: 0.922 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Xu, Y | - |
dc.contributor.author | Harfitt, GJ | - |
dc.date.accessioned | 2019-08-18T14:54:22Z | - |
dc.date.available | 2019-08-18T14:54:22Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Asia Pacific Journal Of Teacher Education, 2019, v. 47 n. 5, p. 472-486 | - |
dc.identifier.issn | 1359-866X | - |
dc.identifier.uri | http://hdl.handle.net/10722/274065 | - |
dc.description | eid_2-s2.0-85058234751 link_to_subscribed_fulltext | - |
dc.description.abstract | While assessment for learning (AfL) has been widely used in college English classrooms in China where teachers usually teach large classes, how AfL is implemented in the large-class higher education (HE) context is relatively underexplored. To address this gap, this study explores some of the challenges presented by large classes and the teachers’ coping strategies through case studies of three university English teachers’ AfL practices. Challenges are identified surrounding how the teachers dealt with (a) inadequate attention to individual students, (b) reduced opportunities for individualised feedback, (c) overwhelming marking responsibilities, and (d) involving students in assessment, with strategies of putting students in groups, matching names with faces, conducting teacher-student conferences, utilising technology to facilitate feedback processes, enabling peer feedback, and transforming students from assessees to assessors. Findings are framed around useful forms of AfL in large classes and the feasibility of AfL in terms of compromises between teacher agency and their temporal and contextual conditions. The paper concludes with implications for teacher assessment training, teacher education and policy-making. © 2018, © 2018 Australian Teacher Education Association. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandfonline.com/toc/capj20/current | - |
dc.relation.ispartof | Asia Pacific Journal Of Teacher Education | - |
dc.rights | Preprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI]. | - |
dc.subject | Assessment for learning (AfL) | - |
dc.subject | assessment literacy (AL) | - |
dc.subject | large classes | - |
dc.subject | teacher agency | - |
dc.title | Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies | - |
dc.type | Article | - |
dc.identifier.email | Harfitt, GJ: gharfitt@hku.hk | - |
dc.identifier.authority | Harfitt, GJ=rp00901 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/1359866X.2018.1555790 | - |
dc.identifier.scopus | eid_2-s2.0-85058234751 | - |
dc.identifier.hkuros | 301722 | - |
dc.identifier.volume | 47 | - |
dc.identifier.issue | 5 | - |
dc.identifier.spage | 472 | - |
dc.identifier.epage | 486 | - |
dc.identifier.isi | WOS:000487802600003 | - |
dc.publisher.place | Australia | - |
dc.identifier.issnl | 1359-866X | - |