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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

Authors

Adam Poole zx17826@nottingham.edu.cn



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
Publication Date Mar 16, 2016
Journal Cogent Education
Electronic ISSN 2331-186X
Publisher Taylor & Francis Open
Peer Reviewed Peer Reviewed
Volume 3
Article Number 1156242
APA6 Citation Poole, A. (2016). ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China. Cogent Education, 3, https://doi.org/10.1080/2331186X.2016.1156242
DOI https://doi.org/10.1080/2331186X.2016.1156242
Keywords formative assessment; cultural scripts; cultures of learning; China; intercultural communicative competence
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
Copyright Statement Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by/4.0

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by/4.0



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