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Numerous empirical studies have been conducted in Western classrooms, highlighting the need to design, validate, and develop survey instruments specifically for Asian Confucian countries, where reliance on the results of summative assessment prevails. This study developed an investigative toolkit that includes the quantitative Formative Assessment Perception Questionnaire (FAPQ) and Formative Assessment Literacy Inventory (FALI) to gauge local teachers’ relating perceptions and literacy. Furthermore, the research employed mixed methods, supplemented by semi-structured interviews to validate the findings from the quantitative part. Data from 96 quantitative responses and 5 interviewees were cleaned, coded, and analyzed to verify and refine the factors, reliability, and Rasch Model of the items. This effort laid a foundation for future studies of formative assessment in Confucian societies.