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‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China

Poole, Adam

‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China Thumbnail


Authors

Adam Poole



Abstract

This article forms the first part of an Action Research project designed to incorporate formative assessment into the culture of learning of a bilingual school in Shanghai, China. It synthesises the empirical literature on formative assessment in China to establish some of the di culties that teachers have faced in trying to incorporate this approach into their teaching. Some of the barriers include student and teacher resistance and notions of face (mianzi) which are also related to deeply held cultural scripts for teaching and learning that emphasise knowledge transmission and respect for the teacher. The article then explores some of the bottom-up solutions that have been suggested by researchers, such as collaborative dialogue, professional development and international perspectives. These suggestions pro- vide a jumping-o point for o ering intercultural communicative competence as a concept and a method that could be e ective in ameliorating cultural discontinuities. Throughout, I show how the difficulties and solutions highlighted by empirical research relate to my own teaching context. Although intercultural communicative competence is not new to China, its application to the internalisation of borrowed policies that include formative assessment has yet to be explored.

Journal Article Type Article
Acceptance Date Feb 16, 2016
Publication Date Mar 16, 2016
Deposit Date Dec 15, 2017
Publicly Available Date Dec 15, 2017
Journal Cogent Education
Electronic ISSN 2331-186X
Publisher Taylor & Francis Open
Peer Reviewed Peer Reviewed
Volume 3
Article Number 1156242
DOI https://doi.org/10.1080/2331186X.2016.1156242
Keywords formative assessment; cultural scripts; cultures of learning; China; intercultural communicative competence
Public URL https://nottingham-repository.worktribe.com/output/780153
Publisher URL https://www.cogentoa.com/article/10.1080/2331186X.2016.1156242
Related Public URLs http://www.tandfonline.com/doi/pdf/10.1080/2331186X.2016.1156242?needAccess=true

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