This longitudinal study examines the use of a mandatory learning module in an initial teacher education (ITE) programme that aims to develop the practical knowledge of pre-service teachers (PSTs) in a Chinese Normal university. Guided by formative interventions, data were collected from videotaped discussion meetings, teaching activities, and…

The development of classroom-based formative assessment is crucial for preservice teachers. This study investigated the extent to which Virtual Reality (VR) simulation may improve teacher trainees' self-efficacy and influence their preferences regarding classroom-based formative assessment practices. A total of 66 pre-service language teacher…

This study investigated the characteristics of high-quality mathematics teaching in China following the launch of a new standard curriculum. Data was gathered through video-recorded observations of lessons that won a national teaching contest. We identified and examined the characteristics of the instructional practices through six domains: (1)…

Although scholars have proposed many types of self-assessment methods. There are still many teachers in China who consider that student self-assessment is "difficult to implement". This paper aims to optimize the assessment of MOOC learning, and to establish an integrated student self-assessment paradigm with "student-centered,…

Cognitive diagnostic computerized adaptive testing (CD-CAT) is a cutting-edge technology in educational measurement that targets at providing feedback on examinees' strengths and weaknesses while increasing test accuracy and efficiency. To date, most CD-CAT studies have made methodological progress under simulated conditions, but little has…

Different e-learning technologies may offer different incentive factors, which influence behavioural intention. Moreover, when adopting a new e-learning technology for an extended period, learners' perceptions and learning behaviour may change during the learning period. Unfortunately, as formative assessments (FAs) are often continuously…

Formative assessment is a powerful approach to inform, direct, and enhance teaching and learning. To deploy it in classrooms, teachers are expected to be assessment-capable. However, few studies have explored the extent to which teachers are literate in formative assessment applications and their levels of literacy, especially in Chinese tertiary…

Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease…

Although the literature widely acknowledges the benefits of formative writing assessment in daily teaching, there is limited understanding of how frontline teachers implement it and the reasons behind their approach, particularly in EFL secondary school contexts where assessment has predominantly served selective purposes. Drawing on interviews,…

In recent years, growing interest is shown in Technology-aided formative assessment (TAFA) and language learning. Research has shed light on the experimentation and effectiveness of various TAFA tools, focusing on their pedagogical advantages in assisting the teaching of particular linguistic skills (reading, writing, spelling, etc.). Taking an…

School teachers often involve parents to assist in online assessment, but parental involvement can violate equity principles when not carefully monitored. In this article, we analyse types of parental involvement in online classroom assessment resulting from teachers' requests, and discuss how such requests may impact on educational equity. Our…

Background: With the increasing interdisciplinarity between computer science (CS) and other fields, a growing number of non-CS students are embracing programming. However, there is a gap in research concerning differences in programming learning between CS and non-CS students. Previous studies predominantly relied on outcome-based assessments,…

While teacher assessment and student engagement are emerging topics in the field of second language (L2) writing, little is known about the possible correlations between the two important constructs. This mixed-methods study first surveyed the perceived teacher assessment approaches among L2 learners whose majors are English, Japanese and French…

Both formative assessment and growth mindset scholars aim to understand how to enhance achievement. While research on formative assessment focuses on external teaching practices, work on growth mindset emphasises internal psychological processes. This study examined the interplay between three formative assessment strategies (i.e. sharing learning…

Teaching effectiveness in higher education has been studied for a long time. The widely used student evaluation of teachers has limitations on measuring teaching effectiveness by directly assessing teacher-centered practices. Additionally, there is little evidence to support the usefulness of student evaluation data to improve and shape the…