篇名 | USING FORMATIVE ASSESSMENT TO FACILITATE LEARNER SELF-REGULATION: A CASE STUDY OF ASSESSMENT PRACTICES AND STUDENT PERCEPTIONS IN HONG KONG |
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卷期 | 14:1 |
作者 | Ma Jing Jing |
頁次 | 087-118 |
關鍵字 | formative assessment 、 learner self-regulation 、 EFL writing 、 Scopus 、 THCI |
出刊日期 | 201706 |
One of the key aims of formative assessment in higher education is to enable students to become self-regulated learners (Nicol & Macfarlane-Dick, 2006). Based on Nicol and Macfarlane-Dick’s (2006) framework, this exploratory study investigates which formative assessment practices proposed by them were used by one college EFL writing teacher to facilitate learner self-regulation in a Confucian Heritage Culture (CHC) setting (i.e. Hong Kong) and student perceptions of these practices in relation to self-regulation. Five formative assessment practices were found to be implemented by the teacher to support learner self-regulation. The students seemed to be more positive about teacher-and-student-directed practices than student-directed ones. Suggestions have been provided to maximize the potential of these practices in facilitating learner self-regulation.