Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes
As China continues to involve teachers in the implementation of an assessment for learning or formative assessment policy, a clearer understanding of how they conceive of the purposes and functions of assessment is necessary. This paper synthesises eight interview and survey studies, which have exam...
Main Authors: | , |
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Format: | Article |
Language: | English |
Published: |
Taylor & Francis Group
2015-12-01
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Series: | Cogent Education |
Subjects: | |
Online Access: | http://dx.doi.org/10.1080/2331186X.2014.993836 |