conférence de Zi Yan (The Education University of Hong Kong)

 « Synergising Teacher-directed and Student-initated Formative Assessment »

Résumé :

Although the principles of formative assessment are widely acknowledged among different stakeholders, their application in classrooms remains inadequate. A significant challenge lies in the disregard for students’ responsibility and agency in the assessment process. This presentation discusses a series of research that explores the synergy between teacher-directed assessment-for-learning and student-initiated assessment-as-learning. The objective of this work is to contribute to the educational reform agenda and provide a unique perspective to the educational assessment field by establishing a comprehensive framework for researching assessment in various contexts. This research encompasses crucial topics such as theorisation, instrumentation, predictors and effectiveness of assessment practices, and intervention design. The results emphasise the need to redefine the roles of teachers and students in formative assessment processes. Both teachers and students should collaborate as partners in the assessment process, with the ultimate goal of improving the quality of teaching and learning.

Articles :

Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260. https://doi.org/10.1080/0969594X.2021.1884042

Yan, Z., Wang, X., Boud, D., & Lao, H. (2021). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education, 48(1), 1–15. https://doi.org/10.1080/02602938.2021.2012644

Yan, Z. (2019). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238. https://doi.org/10.1080/02602938.2019.1629390

Page personnelle de Zi Yan : lien