Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices

Thanh Pham, Thi Hong and Renshaw, Peter (2014) Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices. Assessment and Evaluation in Higher Education, 40 1: 45-59. doi:10.1080/02602938.2014.886325


Author Thanh Pham, Thi Hong
Renshaw, Peter
Title Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
1469-297X
Publication date 2014-02-17
Year available 2014
Sub-type Article (original research)
DOI 10.1080/02602938.2014.886325
Volume 40
Issue 1
Start page 45
End page 59
Total pages 15
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the 'third space', as the core of the third generation of activity theory, as a frame to capture how Vietnamese teachers took into account both traditional practices and contemporary influences to transform formative assessment practices to make them feasible in their classrooms. Participants were 2 lecturers and 250 students from two college classes in Vietnam. The results showed that Vietnamese students' conceptions of learning were heavily influenced by examinations and their traditional learning culture. Consequently, the teachers needed to transform the initiative to align with these features in Vietnamese classrooms. When the revisions were made, the students were evidenced to achieve a growth in learning, change their beliefs about learning and develop both self-learning and collective learning.
Keyword Formative assessment
Activity theory
Vietnam
Third space
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 17 February 2014.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
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