Building a Sustainable Learning Cycle: The Role of ‘the Formative Use of Summative Tests’ (FUST) in Promoting Students’ Developments

Authors

  • Jingjing Fu Beijing Royal School (Yuncheng)

DOI:

https://doi.org/10.30564/ret.v4i4.3370

Abstract

The study employed a descriptive mixed-methods qualitative case study approach. Material and interview-based data were collected from two EFL classes in a private international school in central China. Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’ affective factors. Findings from RQ2 suggest that facilitating factors including in-school continuous professional development (CPD) and teacher collegiality practices may enhance FUST’s prospective role.

Keywords:

Summative assessment (SA); Formative assessment (FA); Formative use of summative tests (FUST)

References

[1] Black, P. and Wiliam, D. (2003) ‘In praise of educational research: formative assessment’, British Educational Research Journal, V29.

[2] Hamp-Lyons, L. (1997) ‘Washback, impact and validity:Ethical concerns’, Language Testing.

[3] Harlen, W. (2004) ‘A systematic review of the evidence of reliability and validity of assessment by teachers used for summative purposes’, Research Evidence in Education.

[4] Black, P., Harrison, C., Hodgen, J., Marshall, B., and Serret, N. (2010) ‘Validity in teachers’ summative assessments, Assessment in Education: Principles, Policy & Practice, 17:2, pp. 215-232.

[5] McMillan J. (2003) ‘Understanding and Improving Teachers’ Classroom Assessment Decision Making: Implications for theory and Practice’, Educational Measurement: Issues and Practice.

[6] Harlen, W. (2004) ‘Teachers' summative practices and assessment for learning - tensions and synergies’, Curriculum Journal, 16:2, pp. 207-223.

[7] Dunlosky, J., Rawson, A., and Middleton, E. (2005) ‘What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses’, Journal of Memory and Language, 52, pp. 551-565.

[8] Dweck, S. (2002) ‘Messages that motivate: How praise molds students' beliefs, motivation, and performance (in surprising ways).’ In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education, pp. 37-60.

[9] McMunn, N., McColskey, W. and Butler, S. (2004) ‘Building Teacher Capacity in Classroom Assessment To Improve Student Learning’, International Journal of Educational Policy, Research, & Practice, Volume 4, ISSN 1528-3534.

[10] Sadler, R. (1989) ‘Formative assessment and the design of instructional system’, Instructional Science 18: 119-144, Dordrecht: Kluwer Academic Publishers.

[11] Hattie, J. and Timperley, H. (2007) ‘The Power of Feedback’, Review of Educational Research, Vol. 77,No. 1, pp. 81-112.

[12] Carless, D. (2011) From Testing to Productive Student learning: Implementing Formative Assessment in Confucian-Heritage settings, NY: Routledge.

[13] Lam, R. (2013) ‘Formative Use of Summative Tests: Using Test Preparation to Promote Performance and Self-Regulation’, Asia-Pacific Edu Res, Springer.

[14] Xiao, Y. Y. (2017) ‘Formative Assessment in a Test-Dominated Context: How Test Practice Can Become More Productive’, Language Assessment Quarterly.

Downloads

Issue

Vol. 4 , Iss. 4 (November 2021)

Article Type

Articles

License

Copyright and Licensing

The authors shall retain the copyright of their work but allow the Publisher to publish, copy, distribute, and convey the work.

Review of Educational Theory publishes accepted manuscripts under Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). Authors who submit their papers for publication by Review of Educational Theory agree to have the CC BY-NC 4.0 license applied to their work, and that anyone is allowed to reuse the article or part of it free of charge for non-commercial use. As long as you follow the license terms and original source is properly cited, anyone may copy, redistribute the material in any medium or format, remix, transform, and build upon the material.

License Policy for Reuse of Third-Party Materials

If a manuscript submitted to the journal contains the materials which are held in copyright by a third-party, authors are responsible for obtaining permissions from the copyright holder to reuse or republish any previously published figures, illustrations, charts, tables, photographs, and text excerpts, etc. When submitting a manuscript, official written proof of permission must be provided and clearly stated in the cover letter.
The editorial office of the journal has the right to reject/retract articles that reuse third-party materials without permission.

Journal Policies on Data Sharing

We encourage authors to share articles published in our journal to other data platforms, but only if it is noted that it has been published in this journal.