Exploring the relationships between classroom assessment tasks and formative assessment practices in English classes

• In Event: AERA Poster Session Saturday 11:45 am
  In Poster Session: Global Perspectives on Classroom Assessment

Abstract

This study investigates the relationships between classroom assessment tasks (CATs) and formative assessment practices in Chinese secondary vocational English classrooms. By examining students' perceptions of CATs and their impact on assessment for learning (AFL) and assessment as learning (AAL), the study aims to identify characteristics of CATs that predict the effectiveness of AFL/AAL. A questionnaire survey of 706 students from a secondary vocational school in Shanghai reveals that congruence with planned learning (CPL), student consultation (SC), and authenticity (AUTH) are significant predictors of both AFL and AAL. The findings highlight the importance of aligning CATs with learning objectives and involving students in assessment processes to foster self-regulated learning.

Authors

• He Yang, City University of Macao

• Sihui Yu, City University of Macao

• Yiran Miao, Chengdu University of Information Technology