Forms of assessment and their potential for enhancing learning: conceptual and cultural issues |
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| Authors: | Kerry John Kennedy Jacqueline Kin Sang Chan Ping Kwan Fok and Wai Ming Yu |
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| Institution: | (1) The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, Hong Kong SAR;(2) The Chinese University of Hong Kong, Shatin, Hong Kong SAR |
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| Abstract: | Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other
regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent
and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as
‘formative’ and ‘summative’ assessment and how they have developed over time. A focus of this review will be to identify the
implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which
they take place. The article will argue that different forms of assessment can be directed towards different learning purposes,
especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over
another may well be counterproductive in particular cultural contexts. |
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| Keywords: | Assessment Learning Culture Summative Formative |
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